Thirty special educators were randomly assigned to treatment groups, including a control condition and different levels of curriculum-based management analysis, one of which included graphed performance indicators with skills analysis; one, graphed performance indicators only, and another, graphed performance indicators with ordered lists of…

This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

A review of relevant cognitive research in mathematics is presented and applied to instructional practice with students with learning disabilities. The review focuses on the role of three principles of curriculum development in facilitating procedural competence in mathematics: the nature of examples, explicitness, and parsimony. (Author/JDD)

Students with language and learning disabilities may have difficulty solving mathematics word problems. Use of a sequential checklist, identifying clues and keywords, and illustrating a problem can all help the student identify and implement the correct computational process. (DB)

Results of a survey of 49 state directors of special education are reported in terms of degree to which secondary learning-disabled (LD) students receive content area coursework from special educators; the pattern and projected growth in such models; and the perceived adequacy of secondary LD teacher training programs for providing content…

This article reviews research on mathematics learning and forgetting, especially for students with learning and other disabilities. It notes the important role of mathematical language and the substantial loss of mathematics achievement over the summer vacation. Year-round schooling is encouraged to eliminate prolonged interruptions in…

When 43 experienced school psychologists were asked to evaluate discrepancy scores, it was found that they made inconsistent choices, failed to use standard statistical procedures for testing differences between scores, and tended to misinterpret percentile ranks as useful for discrepancy analysis. Implications for learning-disabilities…

The article describes characteristics of gifted students who also have learning disabilities, and offers guidelines for assessment, early intervention, placement, and intervention strategies geared to the specific disabilities. (DB)

Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…

This review of the male preponderance in the prevalence of learning disabilities examines such factors as gender-related etiology differences and learning style differences; complications of pregnancy and infancy; effects of male hormones on the nervous system; and sex differences in maturity rates. (JDD)

Researchers observed relationships between classroom behaviors and achievement among learning-disabled students involved in teacher-directed instruction (TDI) and independent seatwork. Results found a stronger relationship between academic-type classroom behaviors and achievement during TDI. Different types of classroom behaviors related to…

Follows 46 unselected children with various sex chromosome abnormalities using intellectual, language, and achievement testing. Notes that, although most children were not mentally retarded, most received special education help. Finds support for the inference that learning disorders were genetically mediated in this group. (RS)

Considers the limitations of treating learning strategy instruction and content-area subject instruction separately from each other. Discusses the challenges facing a closer integration of these two components. Describes a working model for integrating these two forms of instruction. (HB)

Describes how a third-grade teacher worked with a child in her class who had attention deficit disorder. The child was easily distracted and frustrated and had low self-esteem. The teacher's sensitivity to his ups and downs and her flexibility in modifying lessons helped the child succeed. (SM)

This review explored the literature on programs for students with learning disabilities incorporating self-advocacy components into secondary-to-post-secondary transition programs. An evaluation of self-advocacy components is presented to determine to what extent such self-advocacy skills as knowing one's rights, effective communication skills,…