Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

This article describes the concept and varieties of mnemonic instruction and how mnemonics interacts with the specific learning characteristics of learning-disabled students. The effectiveness of the techniques, as reported in research studies, is described. Implications for classroom instruction and further research are provided. (DB)

Sixty-seven learning-disabled (LD) adolescents attending vocational-technical schools completed a self-management training program. Results showed improvements in the problem-solving and job-related social skills of LD students who received the self-management training program compared to both LD and non-LD students who were not trained.…

In response to Poplin (EC 210 561) and Heshusius (EC 220 916), the paper stresses that holism and empiricism are not dichotomous paradigms and that learning-disabled students require instruction which recognizes individual differences, the meaning inherent in structure and pattern, and accountability consistent with the paradigm being applied. (DB)

The study found that a curriculum which incorporated three empirically derived principles of curriculum design (e.g., use of a wide range of examples to illustrate each concept) was significantly more effective than a basal approach in teaching fractions concepts to 40 low-performing or learning-disabled high school students. (Author/DB)

Hierarchical analysis of a test battery of sentence span, preload, and concurrent memory demand tasks was used to identify subgroups of children with different patterns of memory function. For each subgroup, performance strengths and weaknesses were related to reading, mathematics, and spelling performance. (Author/DB)

Adolescents (n=25) with learning disabilities were randomly assigned to either mnemonic conditions or experimenter-directed rehearsal conditions and individually taught difficult vocabulary words, half abstract and half concrete. Results included higher scores on both recall and comprehension tests by mnemonically trained students for both…

The strategies instructional approach developed at the University of Kansas Institute for Research in Learning Disabilities is described. The approach teaches students strategies in the academic, social, motivational, and executive functioning areas that will enable students to meet content learning demands and modifies instructional environments…

Examined relationship among Conners Teacher Rating Scale, Revised Conners Parent Rating Scale, Revised Behavior Problem Checklist, and Freedom-from-Distractibility (FD) factor score of Wechsler Intelligence Scale for Children-Revised for 135 children and adolescents referred to learning disabilities clinic. Results appear to corroborate evidence…

Thirteen children (age 8-14) with an auditory-linguistic subtype of learning disability participated for 1 year in a Tomatis Program of auditory training and were assessed in a 2-year follow-up study. Results fail to support educational efficacy of the program but do support the efficacy of less exotic remedial procedures. (Author/JDD)

Strategies for establishing and maintaining an effective vocational assessment program for students with learning disabilities involve highlighting the school motivation and career planning connection, securing administrative support, conducting a needs assessment, communicating goals, maintaining open communication with school personnel,…

The study compared responses to the Wide Range Interest Opinion Test of 77 mentally retarded, 97 learning-disabled, and 30 low-achieving alternative education middle-school and high-school students. Findings suggested significant differences in vocational motivation between mentally retarded and non-retarded students. (DB)

The prevalence of communication disorders in a population of 242 children with learning disabilities between 8 and 12 years of age was determined. A speech, language, or hearing problem was exhibited by 96.2 percent of the children. Only six percent of the children were considered to be receiving appropriate services. (Author/DB)

A spelling program was devised for learning-disabled students, using elements from "Signs for Sounds," the Cloze method, and "Auditory Discrimination In-Depth." Day-by-day use of the program involves drawing word pictures, spelling the words with tiles and blocks, writing on the board, using the words in written sentences, spelling bees, etc. (JDD)

Twelve teaching strategies are suggested to help learning-disabled students learn to evaluate their writing skills. Checklists for scoring writing samples and for self-evaluation are included. (DB)