Describes a systemwide participatory planning model designed to facilitate improvement of secondary learning disabilities programs. The model had three phases: central program planning and description, school-based program planning, and implementation and evaluation. This program generated a sense of shared ownership and direction among one…

Three neuropsychological case studies of individuals with learning disabilities support the possibility that nonverbal learning disability is associated with greater emotional dysfunction and the potential for suicide. Further research to resolve some concerns about this possible predisposition to suicidal behavior is recommended. (MSE)

The importance of motivation in the use of Fernald Techniques is discussed and applied to reading instruction for students with learning problems. Fernald methods begin with a multisensory approach and move through four steps to independent learning. Success depends on students' motivational readiness for instruction and motivation during and…

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

Describes the condition of learning-disabled adult spellers. Presents spelling strategies that accommodate all learning modalities. Details specific approaches to remediate spelling difficulties. Argues that hope for learning-disabled adult spellers lies in learning new spelling habits and effective coping techniques. (RS)

Teachers are the most effective change agents for improving schooling. The Reading to Learn project suggests ways for administrators to promote collaborative teaching, including encouraging the coaching concept among teachers, creating support systems, offering ongoing teacher training opportunities, setting expectations for experimentation and…

A transition program was developed which pairs learning-disabled high-school juniors with mentors. Mentor/protege teams work cooperatively to complete tasks related to the individual protege's goals. Preliminary results show increased graduation and postsecondary enrollment rates. (Author/PB)

The study examined whether classroom context cues in videotapes showing a nonhandicapped and a learning disability expectancy would affect evaluation bias of 80 elementary-school teachers. Results suggest that teachers hold initial biases about the behavior of learning-disabled students but take into account the classroom context when rating…

The article examines advances and remaining psychometric problems in social skills assessment technology for students with learning disabilities. Assessment is related to a proposed definition of learning disabilities by the Interagency Committee on Learning Disabilities which identifies social skills deficits as a primary learning disability. (DB)

The study found that using bizarre imagery was not as effective as a cued recall task in improving word recall of 14 college students with learning disabilities. Recall was also poorer during imagery than semantic processing instructions. Long-term memory for both learning disabled and non-disabled subjects was not aided by bizarre imagery.…

Comparison of scores on the Computer Aptitude, Literacy, and Interest Profile of 56 junior high school learning disabled students and 56 non-learning disabled peers found no significant difference in scores between the two groups nor between male and female students. (Author/DB)

The study of 813 learning disabled children (ages 6-11) with test-retest data (after three years) on 224 children found the children to suffer a progressive deterioration in verbal ability whereas their nonverbal ability showed an increase in the earlier years, leveling off thereafter. (Author/DB)

The accuracy of recall and use of appropriate rehearsal strategies was compared for learning-disabled and low-achieving adolescents. There was little difference in performance between the two groups; both groups tended to employ appropriate executive strategies. (Author/DB)

Examined temporal stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) for adolescents (N=155) identified as either educable mentally retarded (EMR) or learning disabled (LD). Found three major scales of WISC-R to be more stable over three-year period for LD than for EMR group, while subtest scales for EMR group showed greater…

Investigation of the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of 733 students as learning disabled found only a slight majority of labeled students manifesting a severe discrepancy suggesting this criterion is inconsistently applied in making…