This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…

This study examined whether a "goodness of fit" theoretical model (applied to 53 families with and 62 families without children with learning disabilities) might help in understanding children's school performance. For both groups, children rated as a "poor fit" in the home demonstrated poorer classroom behavior and poorer achievement over the…

Gifted-, normal-, and math-disabled children solved addition problems. Their problem-solving strategies and solution times were recorded. The gifted group showed the most mature distribution of strategy choices, and a verbal counting rate less than 50 percent of the rate of the other groups. (BC)

This paper presents a definition of deaf and hard of hearing children with learning disabilities; notes the incidence of children with both disabilities; outlines roadblocks to learning; describes screening, diagnosis, and assessment practices; and offers suggestions for educational programming. (JDD)

Twelve secondary students with learning disabilities read aloud from a text after previewing the passage under one of three conditions. Results showed significant decreases in error rates under slow-rate listening previewing and silent previewing and showed that slow-rate listening previewing resulted in fewer errors per minute than did fast-rate…

A Javits Grant Project of the Montgomery County (Maryland) Public Schools uncovers the strengths and gifts of traditionally underserved primary-level gifted children. The program design celebrates the multiple intelligences of children with economic disadvantage, limited English ability, or learning disabilities. (JDD)

Reviews research on learning strategies instruction that has been conducted on students with learning disabilities. Outlines instructional principles on how to teach learning strategies to at-risk students, according to which teachers should teach prerequisite skills before strategy instruction begins; teach regularly and intensively; emphasize…

A review of 208 studies of children with learning disabilities (LD) published in 10 major journals between 1988 and 1990 examined the extent to which recommendations concerning research design and reporting made in 1980 and 1984 have been implemented. The review found continuing problems, including imprecise subject descriptions, heterogeneous…

Investigation of the relationship between short-term memory (STM) and working memory (WM) with 75 children and adults with learning disabilities and 86 children without learning disabilities concluded that STM and WM reflect different processes, both of which seem to separate the 2 ability groups. Both STM and WM were related to reading…

Compared social competence of 566 elementary students classified as learning disabled, mentally retarded, behavior disordered, low-achieving, or regular education students. Found significant group effects on three subscales and total score of Walker-McConnell Scale of Social Competence and School Adjustment. Sex differences also were found, with…

Conducted meta-analysis of studies concerning social skills of children with learning disabled (LD). Children with LD were less liked and more likely to be rejected than normal achieving children. Children with LD were more likely to be rated as aggressive, immature, suffering personality problems, and having difficulty attending. Variations were…

This article summarizes the literature on peer, cross-age, and reverse-role tutoring as an intervention with students with learning disabilities, discusses the effects of reverse-role tutoring on reading achievement and perception of self-worth of tutors, and outlines critical components necessary for a successful tutoring project. (Author/JDD)

Ten learning-disabled adolescents (LDs) performed a reading comprehension task below the level of same-age nondisabled students (NLDs) but at the same level as younger NLDs (YNDs). On a measure of incipient awareness of theme, LDs scored below YNDs. Why LDs have difficulty getting the point is discussed. (SLD)

Notes that research and clinical studies have identified many relationships between various oral language processes and written language. Provides overview of findings regarding auditory receptive and expressive language processes, including phonemic discrimination, linguistic awareness, listening comprehension, word retrieval, syntax,…

In this objective scoring procedure for assessing learning-disabled students' writing, a standardized process is used to collect writing samples, which are then scored for number of legible words, total number of words written, percentage of legible words, correctly spelled words, number of correct word sequences, and mean length of correct word…