Elementary learning disabled students (N=32) were assigned to a control group or to an experimental group trained to use a comprehension monitoring strategy wherein important paragraph ideas were restated as they read. Restatement training improved comprehension not only under conditions matching the training task, but also those demanding…

Uses data from school age children (N=556) to test three models of the relation between adaptive behavior and intelligence. Model specifying adaptive behavior and intelligence as separate but related constructs proved significantly better than models specifying adaptive behavior and intelligence as completely unrelated constructs or as identical…

A lag sequential analysis method was used to analyze observational data of regular classroom behaviors of learning disabled, seriously emotionally disturbed, and average elementary grade children. Teachers behaved differentially toward the handicapped children, interacting with them primarily when they were not on task. (Author/DB)

The literature on the use of self-monitoring of attention with learning disabled (LD) students is reviewed in terms of models of cognitive behavior modification, methodological concerns limiting the interpretability of self-monitoring research, problems LD students have in selecting what to pay attention to, and implications for instructional…

In response to a previous critique of their research on self-monitoring of attention with learning disabled students, the authors focus on such aspects as the theoretical conceptualizations of attention, the issue of improving attentional versus academic behavior, and the type of student for whom self-monitoring of attention is appropriate.…

Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…

The statistical consequences of giving a student more than one achievement test to diagnose learning disabilities (LD) are discussed. Ranking and selection tables are used to find (1) the proportion of LD students as a function of cut-off point and (2) the cut-off point as a function of the expected proportion of LD students. (Author/BW)

The article details a process to develop and test an instructional program designed to teach learning disabled students the procedural, process, and task specific knowledge necessary to solve four kinds of arithmetic story problems. Single subject and group research designs were used to evaluate the problem solving unit. (Author/DB)

Questions designed to help college-bound learning-disabled students and their parents evaluate a college's support services and programs cover such areas as pre-admission counseling, parent counseling, access to course syllabi, orientation programs, library services, modified admissions procedures, visits to college classrooms, testing options,…

Offers information to assist community college practitioners in meeting the needs of learning disabled students. Reviews definitions of learning disabled, identifies the services that should be provided (e.g., assessment, tutoring, advocacy, advising, career counseling, and social skills training), and lists available information sources. (DMM)

The article describes components of writing competence for instructors of basic writers (e.g., remedial, disadvantaged, language/learning disabled) emphasizing fluency, clarity, and appropriateness. Implications of research for the teaching of writing (such as the significance of errors) and assessment of writing competence are noted. (DB)

A teacher describes the organization of her resource room program for learning disabled elementary grade students emphasizing increased academic learning time through structured direct instruction and independent work time, activities to reinforce individual and small group instruction, and systematic material storage and recordkeeping. (DB)

Four informal assessment techniques to detect student mistakes in math, increase motivation, and improve achievement include the following: building models and generating word problems, thinking aloud, building mathematical sentences, and making mathematical sentences to answer questions in word problems. (DB)

Evaluation of a study skills curriculum used with 10 learning disabled students in a rural high school over a two-year period indicated improved grade point averages for eight of the students; consistent gains in reading skills; variable gains in math, spelling, and attendance; and positive attitude changes. (DB)

The following two changes in conceptualizing learning difficulties are occurring: (1) a shift from identifying deficits to focusing on assessing knowledge and (2) the use of diagnoses that are more dynamic and domain specific. This article illustrates how these changes relate to knowledge of the learning process and to better instruction.…