Children (n=75) with learning disabilities and children without (n=75) used either a three-step or seven-step coping strategy or no strategy on a complex figure text. Nondisabled children had better recall, but experimental groups did better than controls, indicating that strategies that break down complex information can facilitate recall for…

Examines the phonological deficit hypothesis in developmental dyslexia with readers in Chinese. Compares 56 Chinese dyslexic children with average readers of the same age in phonological awareness and phonological memory skills. Suggests that Chinese children with dyslexia have deficits in processing phonological information like their alphabetic…

Calls into question the validity and usefulness of classifying poor readers into learning disability and nonlearning disability categories on the basis of the discrepancy between their IQs and reading achievement scores. A review of the research indicates that the premises on which this classification rests are not valid. (SLD)

Relates a case that involves a student with a language-based learning disability and Tourette's Syndrome who becomes increasingly dissatisfied with the support provided by the university. Delineates, in a response by Ruth J. Fink, some enhancements that could have been made in the actual case management, some hindsight observations, and…

Calls for increased awareness of disability in composition studies and argues that such an awareness can productively disrupt notions of "writing" and "composing" at the same time it challenges "normal"/ "not normal" binaries in the field. Notes that all five authors conclude with challenges and directions for composition studies intersecting with…

Tests of phonological, speed, motor and cerebellar tasks were given to 36 students with learning disabilities, 29 of whom were classified as non-discrepant (IQ<90) and 7 as discrepant, (IQ at least 90 and dyslexic). On the cerebellar tests of postural stability and muscle tone, the non-discrepant group performed significantly better than the…

Notes that in order for full inclusion to occur, children must become genuine members of the class. Discusses how they should be fully engaged and accepted by their peers, not just treated politely and professionally by their teachers. Suggests that it is necessary to break barriers and accept the worries, the fears, the concerns, and the…

Replies on behalf of the authors of a previous article to a critique of their study on foreign language anxiety. Argues that factors other than cognitive-linguistic deficits contribute to problems in foreign language achievement. (Author/VWL)

Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

In the current study a multiple baseline across tasks design was used to determine if the self-managed academic intervention known as cover, copy, and compare (CCC) could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Results showed that immediately after implementing the CCC…

Compared the production of inflections for compound nouns among 10- to 18-year-olds with grammatical specific language impairment (G-SLI) with that of normally developing peers. Found that all groups produced irregular plural nouns in compounds (e.g., mice-eater). Normally developing subjects rarely produced regular plural nouns inside compounds…

This introductory article briefly describes each of the following eight articles in this special issue on the neurology and genetics of learning related disorders. It notes the greater appreciation of learning disability as a set of complex disorders with broad and intricate neurological bases and of the large individual differences in how these…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…