Examined efficacy of group-evaluation system, with reversal design, in two classes of students with disabilities. Results suggest that group-evaluation system was effective in decreasing inappropriate verbalizations of both groups. Student satisfaction data revealed that students in both groups had positive reactions to the system. Discusses…

Four methods of monitoring oral reading rate progress were compared, with 48 elementary age students with learning disabilities. Although no significant differences were found among conditions, results suggest that self- or peer monitoring can be employed (with accuracy of measurement equal to that of teacher monitoring) as an efficient method of…

This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…

Of 236 children referred for special education evaluation from 12 suburban and rural school districts, 128 were diagnosed as learning disabled. Results suggest that the number of students referred who are actually placed is lower (approximately one out of two) than previously reported. (Author/JDD)

Describes how the computer can support the study process of students variously described as "multivariate, nonlinear thinkers,""dyslexic,""learning disabled," and "purple people." Describes features of a Macintosh program called "Inspiration" that enables easy test entry and manipulation in a graphic mode, placing emphasis on the considerable…

Finds that hypermedia computer study guides were as effective as teacher-presented lectures, especially at the high school level with remedial students and students with learning disabilities. Corroborates the effectiveness of hypermedia study materials with poor readers at the elementary school level. (SR)

This commentary on a critique of holism within the learning disabilities field (EC 606 137) discusses differences between the natural and behavioral sciences, raises questions regarding the usefulness of the distinction between open and closed systems, challenges the notion that causation can be demonstrated without allowing for prediction, and…

Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…

A student (age 15) classified as behaviorally disordered tutored a student with learning disabilities. The peer tutoring brought about improvements in the tutee's on-task and academic performance but not in the tutor's disruptive behavior. Self-monitoring and a self-instructional component were then implemented to eliminate the tutor's disruptive…

Differences in comprehension, production, and appreciation of humor were explored among a total of 47 second and fourth graders, of whom 26 fourth graders had learning disabilities or developmental handicaps. Although children without disabilities comprehended cartoons better, no production differences were observed. (Author/DB)

Crack addicts are bringing about 475,000 damaged children yearly into society. This article describes classroom techniques proven effective with crack-affected children afflicted with hyperactivity, impulsivity, learning and memory problems, and inability to grasp cause/effect relationships. The teaching techniques include removing stimuli from…

Twenty-one learning-disabled and 22 nondisabled junior high students heard a series of audiotaped stories describing interactions between 2 individuals, with each story containing a statement that was either sincere, deceptive, or sarcastic. Probes of students' interpretations of these statements found that learning-disabled students were less…

The Interagency Committee on Learning Disabilities' definition of learning disabilities implies that the presence of social skills deficits alone suffices for diagnosis, even in the absence of academic difficulties. Overlaps between this criterion and eligibility criteria for emotional disturbance are discussed along with implications for…

The literature on notetaking is reviewed, including theoretical perspectives and listener- and lecturer-controlled variables influencing both the encoding function and storage functions of notetaking. Findings are applied to training secondary and postsecondary students with learning disabilities in notetaking skills. (DB)

The training of learning strategies with students having academic difficulties is discussed in the context of theory that distinguishes between declarative and procedural knowledge and between inert and useful learning. Explained are effective learning strategies for acquiring useful declarative knowledge, practice strategies for procedural…