The Fernald Technique (originated by G. Fernald), which is a multi-modal approach involving tracing, is one method of teaching reading to learning disabled students. (Author/PHR)

The paper evaluates the empirical and theoretical basis upon which several recent studies reject the hypothesis of a visual-perceptual deficit in reading disabilities. (Author)

Results of this study indicate most child characteristics are considered by teachers to be relevant to learning disabled (LD) or emotionally disturbed (ED) labels. Teachers can treat LD and ED constructs as mutually exclusive when deciding eligibility for special services and as mutually inclusive when making program-planning decisions. (Author)

The use of comics in the classroom is examined as an aid for foreign language instruction, teaching English as a second language, and remediating learning disabilities. A selected bibliography is included. (CMV)

Researchers at Harvard Medical School and the Children's Hospital Medical Center in Boston have found that children exposed to high but well below identified toxic levels of lead show significantly lower IQ levels and a higher incidence of undesirable classroom behavior than do children with low levels of lead exposure. (Author/BB)

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. Compared in intelligence, perceptual motor performance, and academic achievement were 30 children (mean age=8.6 years) with seizure disorders and 30 children (mean age=9 years) with learning problems. (IM)

Introduces a series of articles discussing what has been learned about collaboration between regular and special education, school reform as it relates to past knowledge, and future endeavors regarding students with learning disabilities. Summaries of each of the nine articles in the series are included. (CR)

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

A survey of 510 practitioners engaged in support services to college students with learning disabilities investigated attitudes toward and practice of self-advocacy training and methods to reduce student dependence on programs and increase autonomy. While most expressed strong support for self-advocacy practices, it was found that far fewer use…

Discusses the potential uses and abuses of psychopharmacologic therapy with children or adolescents who display learning, emotional, or behavioral disorders. Explores the indications and contraindications of such therapy and enumerates the known side effects of the most frequently prescribed medications, including psychostimulants,…

Compares the experience of individuals with learning disabilities with the experiences of other minority groups. The definitions of minority and learning disability are provided, the response means of any minority are outlined, and the types of societal conflict resolution that have affected those with learning disabilities are discussed. (CR)

Describes a cross-age peer mentoring program to help students with learning disabilities learn appropriate social behaviors. Discusses the goals and objectives of the program and provides details on program specifics. Gives evaluation strategies and suggests that social competency is better evaluated through observation and informal sociograms.…

A study of two elementary students (age 12) with reading difficulties compared the effects of rapid oral presentation and slow oral presentation on rates of accurate oral rereading during listening previewing. Rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. (Author/CR)

Dynamic assessment is described as a framework for the educational diagnosis of writing disabilities that is consistent with process models of writing instruction. Procedures use interview and response-to-instruction paradigms to study children's abilities and their knowledge of procedures for writing. Diagnostic protocols are outlined and…

Examines the Symbol, Search, Coding, Arithmetic, and Digit Span (SCAD) subtests of the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III) by comparing 363 students with learning and emotional disabilities to the WISC-III normative sample. Results indicate that the SCAD profile is neither a valid diagnostic indicator nor an important…