The study, with 15 language-learning-disabled and 15 normally achieving children (ages 6-8), found a significant positive correlation between the severity of the language disability and accuracy on 2 of 3 imagery tasks. Performance on one imagery task was significantly related to reading achievement, and imagery ability was related more strongly…

Self-concept scores of 341 third graders (52 learning-disabled integrated, 164 nonhandicapped integrated, and 125 nonhandicapped nonintegrated) were lower among the integrated learning-disabled students than among their nonhandicapped peers. Results also suggest that integration may enhance the self-perceptions of nonhandicapped children,…

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Investigates the use of the SQ3R (Survey, Question, Read, Recite, Review) study technique using nine secondary level students with specific learning disabilities. Finds that results of three experiments indicated that, even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension. (MG)

The nature of strategy instruction combined with prevailing teaching models necessitated that the University of Kansas Institute for Research in Learning Disabilities create a new inservice teacher education format, based on such "best practices" as having ongoing training, requiring active and continued participation by key…

This study explored whether visual discrimination problems impair achievement in children with and without learning disabilities. Children (N=66) with learning disabilities were tested for visual discrimination problems, tracked throughout elementary school, and compared to a normally achieving sample. Results indicated lower reading and general…

This article examines issues in the assessment of secondary and postsecondary students who are both learning disabled and hearing impaired. It notes origins of the gap between deaf education and the field of learning disabilities; considers who should evaluate these students; and discusses formal assessments, informal assessments, and use of…

Presents an overview and evaluation of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. Finds that students improved their word recognition skills and phonological decoding of nonwords. Notes that the most severely disabled readers showed the largest gains. Discusses…

When children with Attention-Deficit Disorder (ADD) with and without hyperactivity (total n=28) were compared for behavior, results differentiate the two ADD subtypes into a more externalizing dimension (ADD-hyperactivity with and without conduct disorder or oppositional defiant disorder) at school or home and a more internalizing disorder (ADD…

A study of 22 Welsh students with learning difficulties or disabilities revealed gaps in the provision of career education and guidance, a need for better transitional support, and a need to change employer attitudes toward hiring people with special needs. (SK)

To explore principles that guide post-secondary professionals who work with students with learning disabilities, vignettes describing typical ethical dilemmas were presented to 245 counselors and other educational professionals. Differences were found in issues of confidentiality when providing references, dual relationships between provider and…

This study investigated whether specific academic deficits were associated with attention-deficit disorder subtypes (with or without hyperactivity) with 40 elementary students. Results support the hypothesis that inattention exerts a specific and deleterious effect on the acquisition of arithmetic-computation skills. Implications for ADHD…

This study compared instruction in three social skills (giving positive feedback, contributing to discussion, and accepting negative feedback) by either a special-education teacher or peers with learning disabilities. Both groups improved in all three skills. Results suggest that social skill instruction by peers may be as effective and more…

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

Suggests that many "writing disabilities" derive from too little time allocated to writing instruction or from instruction inadequately designed for learning needs of students. Reviews characteristics of students with learning disabilities. Recommendations are given for effectively teaching writing to a broad range of students. Discusses…