The paper describes four categories of experience that help elementary students with learning disabilities in a writing process classroom. They are: (1) a sense of a community of learners, (2) control of one's writing, (3) collaborative and independent problem solving, (4) opportunities for generalization and transfer of learning. (Author/DB)

The article examines the subgroup (15-20 percent) of learning disabled children who have problems with immediate verbatim recall of sequences of verbal information. Processing inefficiency in coding phonological language features leads to academic deficiencies in fluent word identification and word analysis skills. (Author/DB)

The possibility that four famous men--Thomas Alva Edison, Woodrow Wilson, Hans Christian Andersen, and Leonardo da Vinci--might have been reading disabled is considered by examining information concerning: (1) biographical records, (2) cognitive characteristics, (3) neuropsychological characteristics, and (4) biological characteristics. (Author/DB)

The study of the effects of instruction in two revision strategies (mechanics and content) on the paragraph writing of 54 learning disabled students (grades six-nine) found that instruction improved mechanics of writing but did not result in improved content. Order of strategy instruction did not effect results. (Author/DB)

This article discusses the importance of attribution and strategy training for understanding motivation in students with learning disabilities, contributions of attributions to the larger motivational schema, and problems associated with measuring this affective variable. (DB)

This study of children ages 6-8 found that the rhyming ability of normally achieving students (n=33) and students (n=33) with learning disabilities (LD) was much higher than that of students (n=33) with mild mental retardation (MMR). Most of the LD children could and most of the MMR students could not generate rhymes. (Author/JDD)

Three sixth-grade students with language learning disabilities performed better on learning vocabulary words when using computer-aided instruction (CAI) with speech output than CAI without speech. Two students did better using CAI with digitized speech, and one student made greater gains using CAI with synthesized speech. (Author/JDD)

Twelve adolescents with learning disabilities were trained to use a cognitive strategy in algebra problem solving. The two-phase strategy (problem representation and problem solution) was effective in improving algebra performance on algebra word problems, and maintenance and transfer of the strategy were evident. (JDD)

This study compared the use of reference cohesion in oral narratives produced by 93 students with and without learning disabilities (LD), ages 8-13 years. Results indicated significant group, age, and task effects. The specific kinds of reference cohesion problems exhibited by LD students involved accuracy of use and distance between reference…

This study, with 19 fifth graders having learning disabilities (LD) and 20 fifth graders without LD, examined cognitive and motivational variables. Although some differences between groups were found, differences in the motivational and cognitive variables generally cut across a priori categories of children with and without LD, forming three…

Describes FERRET, an expert system that was developed to help identify teaching strategies for students with learning disabilities. Expert systems are explained; applications of FERRET are discussed, including classroom help and teacher education; and the present and future potential of FERRET is considered. (LRW)

The special needs of college students with learning disabilities are often challenging because of the variety of disabilities and accommodations. An alternative, parallel Spanish course at Old Dominion is described in the larger context of postsecondary foreign-language requirements. (Contains 25 references.) (Author/LB)

The Lab School of Washington (LSW) is one school that has had remarkable success in helping learning-disabled students beat the odds for failure. In a recent study of 4 graduating classes, there were no dropouts, and the rate for entering college was more than 73%. The philosophy of the school and its implementation is discussed. (JPS)

This article reviews the literature on the effectiveness of grade retention for high-risk students and discusses the implications of this research for students with learning disabilities. It notes that, despite evidence that retention is ineffective for most students, many educators and laypersons continue to support this practice. (DB)

This article considers the appropriateness of full inclusion for all students with learning disabilities. It clarifies the relevant terminology and examines the premises and assumptions of full inclusion. Preservation of the continuum of alternative placements for students with learning disabilities is recommended. (Author/DB)