This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field concludes that the scaffolding metaphor is fundamentally flawed. The author proposes an alternative model, Strategic Content Learning, which is seen as more successfully promoting correspondence between instructional activities and the…

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field identifies issues in the metaphor's use and concludes that effective special education has been inhibited by isolation of interventions from theory and by the way teacher education is structured. Use of the scaffolding metaphor to refocus…

To better understand the eligibility criteria Michigan districts use to identify students with special learning disabilities, written documents from the Regional Educational Service Agencies were analyzed. The majority of districts had written criteria, and all of the districts with criteria included a severe discrepancy formula. Discrepancy…

Discusses the medical diagnosis of attention deficit/hyperactivity disorder (ADHD). Describes the nature and origins of the condition and discusses approaches to its management, focusing on the controversy surrounding the social and educational value of the diagnosis. Examines the potential contribution of the ADHD diagnosis in promoting social…

Off-line metacognition (prediction and evaluation) was assessed in 437 children (grades 2-3) with or without learning disabilities. Off-line metacognitive scores of children with reading disabilities were comparable to those of age-matched typical peers. Significantly lower prediction and evaluation scores were found for children with specific or…

This article describes using a graphic representation technique to teach students with learning disabilities to be effective problem-solvers. It discusses the key aspects of this instruction, shows how to use the strategy for solving word problems, and discusses how to assess students' problem-solving performance. Examples are provided. (Contains…

Students (n=1,343) were administered either a standard format mathematics test or one in which questions were read aloud. Performance of students with learning disabilities (LD) was compared to others on specific "difficult reading" items. Elementary school students with LD (but not middle school students with LD or general education students)…

This article discusses the difficulty with which children with social disabilities establish and maintain friendships, as well as the significance of this difficulty within the school setting. Practical classroom strategies are illustrated, as well as interventions that target select social-skills deficits frequently encountered by students with…

Young adults (N=277) with and without learning disabilities or emotional or behavioral disorders were interviewed regarding their school and post-drop out experiences. Findings indicate that factors such as disability status, when individuals drop out, and self-perspectives influence education participation. Strategies for helping students who…

This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…

Techniques described in this article provide teachers with tools to understand the mental processes that students engage in as they read, write, and problem solve. Use of these techniques may also encourage students to become more active participants in their education. The techniques include journals and learning logs, clinical interviews, and…

A study evaluated the effects of instruction in a comprehensive, independent assignment completion strategy on homework completion rates and the quality of products completed in response to assignments given in general education classrooms. Eight of nine students mastered use of the strategy and their homework completion rates and products…

A study investigated the responses of 22 high school students with learning disabilities to an intervention intended to promote self-realization. Activities were embedded within the general English curriculum. Through the intervention, students acquired information that helped them make sense of their school experiences, redefine themselves, and…

A study examined the effects of several text-entry methods, including handwriting and five computer-based approaches, in enhancing the speed of text entry for 108 students with learning disabilities. Handwriting was found to be the fastest mode of text entry, followed by word prediction. All methods improved writing accuracy. (Author/CR)

This review of the history of learning disabilities (LD) suggests that creation of the LD category has served scientific, if not always, policy purposes. It finds that 40 years of research have produced inventive, creative tools that benefit both investigation and intervention and, most importantly, a better understanding of individual…