Defines executive functions and self-regulation and explores the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD). A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. (Author)

Results of a study involving 74 learning-disabled or mentally retarded primary-grade students suggest that self-concept should weigh more heavily in decisions affecting students with disabilities. Self-concepts of these students were negatively correlated with the amount of time they spent in general classroom settings. (SLD)

Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior…

Survey data from 471 community-technical college faculty indicated they were willing to use instructor-centered strategies (initiated by faculty and related to teaching methods) to accommodate students with learning disabilities. Accommodations in evaluation and collaborative methods such as mentoring and team teaching were used less frequently.…

A synthesis of eight studies, involving 442 students, that examined the perceptions of students with learning disabilities concerning their educational settings resulted in five overall findings, including (1) most students preferred to receive specialized instruction outside of the general education classroom for part of the school day and (2)…

A study that investigated perceptions of 308 students with learning disabilities (LD), 355 typical students, and 57 teachers, found that students with LD rated themselves lower than average achievers in nine academic and organizational domains. While they considered themselves competent in five areas, teachers rated them as weak in all areas.…

This study investigated the relation among phonological awareness, morphological awareness, and reading achievement in 69 children (ages 10- 12) with and without language-learning disabilities. Children with language-learning disabilities were outperformed in two morphological tasks that assessed skill in identifying the bases and suffices of…

A study examined variables that 22 college graduates with learning disabilities viewed as important in influencing self-disclosure of their disability to their employer. Less than 30 percent disclosed their disability status. The top reason for disclosure included not being ashamed of their disability and viewing it as part of their individuality.…

This article contends that educational researchers need to realize that the research process itself is an unregarded intervention beyond any intentional treatment effects or secondary effects on the research participants or other stakeholders. Implications are discussed for conducting and reporting experimental and qualitative research to increase…

This article discusses how students with learning disabilities can use memory-enhancing strategies to remember basic multiplication facts. Step-by-step instructions are provided for using pegwords and symbols to teach multiplication. Student self-assessment and self-monitoring are discussed, and an example of a student progress chart is provided.…

This article describes the Peer-Assisted Learning Strategies (PALS) program for developing reading skills in grades 2-6. It notes a 3rd grade teacher's perspective and reports on research and development efforts supporting use of PALS reading with students with learning disabilities. Noted is the recent extension of PALS reading downward into…

A study investigated behaviors, interactions, and learning outcomes of 22 children with learning disabilities who participated in structured and unstructured group activities. Children in the structured groups were more involved in group activities, provided more directions and help to others, and obtained a significantly higher performance on a…

This article presents three case studies of elementary students with learning disabilities whose behavior interfered with the quantity and quality of their classroom instruction. In each case, interventions involved teaching and reinforcing specific replacement behaviors that were identified through functional behavioral assessment. (Contains…

This article presents and discusses an informal tool, the Idea Development Instrument, for teachers to use with students with learning disabilities to guide writing instruction, to evaluate writing samples, and to provide specific feedback in the area of idea development in written compositions. The assessment instrument is appended. (Contains…

This article describes three cognitive and metacognitive learning strategies for students with disabilities, including the CAST (character, action, setting, the end) reading strategy, the PLEASE writing strategy, and the LISTEN (look, idle your motor, sit up straight, turn to me, engage your brain, now.) social skills strategy. (Contains…