Student Assistant for Learning from Text (SALT) is a software system for developing hypermedia versions of textbooks for students with reading difficulties. Ten students with learning disabilities in grades 9 and 10 read passages from a science textbook in either the basic or computer-enhanced version. Students using the enhanced version received…

Discrepancies between IQ and Index scores on the WISC-III were investigated for a sample of students with Specific Learning Disability (SLD) and with mental retardation and evaluated but not classified. Consistent with the WISC-R literature, the discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs (which…

The application of academic teaching techniques in a mainstream secondary school vocational-technical classroom was assessed, along with implications for students with learning disabilities. The techniques involved daily reviews of the previous lesson, probes for understanding through questioning, student demonstrations, and self-monitoring…

Discusses the conceptualization of television viewing as a learned activity by highlighting the interrelatedness of children's linguistic, cognitive, and perceptual skills for accurate comprehension of temporal sequencing based on a study of five-year-old gifted, learning disabled (LD), and gifted/LD students. (references) (LRW)

This study assessed the ability of 45 young adults, who had graduated from a campus-based, comprehensive transition program for individuals with learning disabilities, to manage the demands of independent living and competitive employment. The study examined employment and living arrangement stability, support systems commonly used, and specific…

Describes implementation of a word processor in an elementary school, focusing on instructional strategies used with learning-disabled students aged 7-13. Objectives, materials, activities, evaluation, and rewards are summarized for six modules covering hardware, disk care, software, initializing and saving on disk, word processing modes, and…

A body of psychoeducational data were gathered on 11 children (ages 8-14) who were gifted and learning disabled. Results from brain imaging and vision testing for hyperacuity and contrast sensitivity suggest that the interaction of high ability and learning disability results in brain and vision patterns unique to the learning-disabled/gifted…

Pedigree analysis of 12 young adults (9 of whom had learning disabilities) indicated that learning disability (LD) was strongly familial but that the type of disability (reading or math) was not directly inherited. Autoimmune disorders were significantly correlated with LD. In seven of the LD families, adults failed to overcome earlier reading and…

Finds significant differences in spelling practices and in goals of reading programs between French- and English-speaking teachers of learning-disabled students in Ontario, Canada. (SR)

Discusses case study of 14-year-old girl who had been diagnosed as poor reader and possibly dyslexic through screening tests. Observes that her performance indicates that her lack of reading proficiency may be attributed to carelessness and wrong anticipation of words. Offers possible reasons for this, and explores the question of whether she…

Interactive Semantic Mapping is presented as an interactive instructional strategy developed from multiple theoretical bases to aid reading comprehension in students with learning disabilities. It involves students in predicting relationships among concepts and sharing knowledge to facilitate comprehension of text-related concepts. This article…

Describes how all of a teacher's students diagnosed with autism (ages 5 to 21 and thought to be severely retarded in their ability to learn or communicate) not only learned to read without formal instruction but could--and did--communicate their very normal thoughts while using a computer or pencil and paper. (SR)

This commentary on Edwin Ellis' model of integrative strategy instruction for use with students with learning disabilities argues the need for systematic investigations of the multiple facets of the program. The ISI model is examined in terms of the eight principles of strategy instruction outlined by H.L. Swanson. (JDD)

This commentary on Edwin Ellis' model of integrative strategy instruction for students with learning disabilities points out that the model holds considerable promise. However, the model necessitates that teachers be trained to assess student cognition using multiple methods and that content area teachers think in new ways about their instruction…

This study provides support for a potential subclinical marker in the executive function domain of siblings (n=18, ages 8-18) of autistic individuals, compared to learning-disabled controls. No group differences in theory-of-mind abilities were found. The need to develop more sensitive measures is discussed. (Author/JDD)