Learning-disabled students in mainstream settings can use guided notes to help them actively participate in notetaking, follow the sequence of lectures/discussions, and produce useful summaries of important information for future review. This article defines guided notes, describes how to develop guided notes, and offers tips to maximize their…

A theory of the development of anomalous dominance and its biological associations is explained and the literature is reviewed in an attempt to apply this theory to the study of autism. The review supported the increased incidence of left-handedness, learning disabilities, and immune disorders postulated by the theory. (Author/DB)

Examines the trend of using Attention Deficit Disorder (ADD), commonly known as hyperactivity, to classify students as learning disabled (LD). Notes that ADD characteristics are frequently observed in children with reading problems, and argues that misclassifying students as LD denies them appropriate reading instruction. (MM)

Relates the story of a ninth-grade student who worked to convince the school board to allow changes in policy to adapt to his best friend's strong reaction to bright lights which handicapped his friend's efforts to learn. Urges teachers to experiment with learning styles and add to the existing body of research. (SR)

Administration of the Test of Interpersonal Problem Solving to 46 boys (grades 3-4) with learning disabilities (LD) and 46 boys without LD found that LD students had lower scores on Problem Formulation, Consequential Thinking, and Total Problem Solving Ability. No group differences were noted on two measures of creativity. (Author/JDD)

Corrects an error in the authors'"Kappan" article that evaluated three federally funded inclusion programs; 54% (not 61%) of learning-disabled students improved after 1 year of general-classroom instruction. The authors never claimed that one setting is superior for educating individual learning-disabled students. Inclusive education is inadequate…

Simultaneous recordings of auditory brainstem and middle latency responses were obtained in both vertex-ipsilateral and vertex-contralateral derivations in 22 children, ages 8-12. For specific recording conditions, the latencies of middle latency responses differ significantly between children with and without learning disabilities, offering…

Recent survey data show that 23% of students with disabilities drop out; highest attrition was among students with emotional disturbances or learning disabilities. Failure and dislike of school were primary reasons. Similarities between dropouts with disabilities and those in the general population suggest the same prevention strategies could be…

Applied two methods for determining severe discrepancies between ability and achievement to K-12 students (n=344) to determine how a change in method might influence rates and characteristics of students meeting this criterion. Results indicate an increase when a regression method is used over a simple difference score method, but a 20% decrease…

This article presents several mnemonic devices to aid students with learning disabilities in the development of social skills, specifically problem solving and accepting and assimilating negative feedback from others. (DB)

Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…

Surveyed 83 Montana school psychologists concerning use of computer-based regression discrepancy model for learning disability identification. Of respondents, 89 percent used model; 62 percent used model regularly. Nonuse was related to less agreement with model assumptions, lower perception of model's value, difficulty in locating input data,…

Describes and recommends a book about the relationship of an at-risk student with his teacher in a learning-disabled (LD) clinic. Relates the painful experiences of this student and notes that the book offers suggestions and guidelines for LD educators. (HB)

Notes that, although comorbidity with specific learning disabilities is less frequent than commonly reported, externalizing behavior disorders, particularly attention-deficit hyperactivity disorder, often overlap with various indices of academic underachievement during childhood. Discusses issues surrounding multimodality treatment programs and…

Examines the effect of feedback on helping poor readers improve their comprehension. Compares the effects of instruction about text-based inferencing using explicit, process-explaining feedback to effects of using feedback that did not describe how to draw inferences. Finds that both instructional conditions boosted overall comprehension, but…