In response to Coles (EC 220 146) the author outlines points of agreement and identifies points of divergence including Coles' confusion of ordinary poor reading with true dyslexia, the role of phonological processes, and philosophy of science issues concerning Coles' alternative interactivity theory. (DB)

Two studies on the effectiveness of supplemental homework assignments on the acquisition of basic skills (math facts and spelling) with elementary school-aged learning-disabled students found three factors which maximized homework effectiveness: rate of homework completion, percentage correct of the homework, and rate of acquisition of the content…

Kinnealey reports on a study comparing tactile functions of 30 learning-disabled and 30 normal eight-year-olds as measured by the Southern California Sensory Integration Tests and the Luria-Nebraska Neuropsychological Battery. Reliability and validity of the two measures were examined. Results showed a significant difference between the tactile…

Examined whether Kaufman Assessment Battery for Children (K-ABC) could discriminate between learning disabled and normal preadolescents. Tested 43 learning disabled (LD) students and 20 students without learning disabilities. Results indicated that the Achievement score relative to the Mental Processing Composite score was the only measure to…

Examines opinions of 189 innovative elementary teachers near Ottawa regarding mainstreaming handicapped and behaviorally disordered students. Suggests schools are now better prepared to implement mainstreaming but less capable of dealing with its substance. Teachers recognized importance of integration but were not convinced of its educational…

Cooperative learning arrangements for students with learning disabilities are discussed. Cooperative learning appears to be as effective as teacher-led instruction because it replicates natural learning contexts, enhances self-efficacy, provides level-appropriate information processing models, and addresses the specific needs of such students.…

Interpersonal problem solving (IPS) is often difficult for learning disabled students. Two model IPS interventions, an elementary and a secondary, are described. Key components in both models include alternative and consequential thinking, skills implementation, and a "stop and think" approach to problem resolution. (Author/DB)

Results of the comparison of metacomponential functioning and knowledge acquisition of adults with either mild mental retardation or learning disabilities found that (1) knowledge base is the best predictor of metacomponential skill, (2) metacomponential orchestration differentiates the two groups, and (3) IQ mediates metacognition, but does not…

Assessment batteries of 200 elementary children with learning disabilities were analyzed to identify practices associated with the use of individual intelligence and achievement tests. Among conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the Wechsler scale, and do not have severe…

Relationships between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education were explored with 230 Dutch primary teachers. Teacher self-efficacy and pupil problem type (learning or behavioral) proved to be significant predictors of problem ratings and referral chances. (Author/DB)

This review of the literature on peer, cross-aged, and reverse-role tutoring postulates that reverse-role tutoring is an effective intervention for use with students with learning disabilities. Critical components for a successful tutoring project include organization, planned activities, training for tutors, high behavioral expectations, and…

Data from 148 identical and 111 fraternal twin pairs in which at least 1 member had a reading disability were statistically analyzed. Results suggest that genetic and shared-environment influences both contribute to the observed covariance between reading and mathematical deficits. (Author/DB)

A British study of teacher training and staff development needs concluded that there is an urgent need for training community education program coordinators; tutors working with adults with learning disabilities need a foundational training program; and providers should ensure that disability issues are addressed at all stages and levels of staff…

This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…

This article describes instructional procedures for helping students with learning disabilities become more effective mnemonic keyword strategy users. The procedures involve providing a rationale, providing explicit strategy-attribution instruction, modeling strategy use with think-alouds, providing verbal practice, providing guided practice with…