This article on using mnemonics with students having learning and behavior problems first offers a case study of a 7th grade student and then describes the letter strategy, the keyword mnemonic method, and the pegword method. Seven steps for implementing mnemonic strategies are offered. An inset reviews the research literature on using mnemonic…

The majority of students with emotional problems sit undetected in general education classrooms. This article highlights the warning signs of developing emotional problems, as well as strategies to help students overcome their emotional barriers to learning. (GCP)

This article describes a school-wide system of early identification and intervention for children recognized as being at risk for learning and behavior difficulties. Suggested guidelines for implementing such a program include: evaluating existing theory, knowledge, and practice; providing ongoing professional development; creating a school-wide…

A study examined the cognitive and behavioral profiles in 10 individuals (ages 14-51) with Smith-Magenis syndrome. Results found the individuals showed significant relative weaknesses in sequential processing and strengths in naming a partially completed drawing, identifying things, and in reading/decoding. Behavioral findings indicated…

Investigates students' abilities to draw inferences. Introduces cognitive conflict in the form of video clips of reasoning expressed by students. Documents change with regard to the levels of observed response for the protocol and the use of displayed variation in the graphs. Analyzes change associated with the presentation of cognitive conflict.…

Describes four learning characteristics that make learning and doing mathematics difficult for students with special needs. Discusses instructional strategies that make learning and doing mathematics attainable for these students in the context of a vignette based on real-life experiences. (YDS)

Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)

An interview with Dr. Shaywitz , pediatrician, neuroscientist, and member of the National Reading Panel, focuses on the ways the brains of young children develop and what can be done to prevent early learning difficulties. (MLF)

A study involving 80 undergraduates with deafness enrolled in first-year algebra courses found students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term. Reading ability influenced performance, and errors decreased as…

Adaptive help seeking is a unique strategy of self-regulated learning that involves social interaction with others. This paper discusses ways in which teachers can satisfy students' self-system needs and contribute to their competencies and motivational resources required for adaptive help seeking. It also discusses how peers, within the classroom…

This article identifies physical, psychological, and social obstacles that may block students' thinking ability. Guidelines are provided to help teachers uncover and overcome hidden obstacles. A glossary of thinking skills terms is included. (IAH)

Findings from a 5-year follow-up study of 78 kindergartners suggest that while the Revised Denver Developmental Screening Test (RDDST) accurately predicts academic achievement and standardized test performance, it consistently misclassifies as normal the performance of a significant number of children who require special help in their early…

Despite clear evidence of decrements in performance over time coupled with a substantially greater perceptual sensitivity deficit in 10 hyperactive children compared to controls, the hyperactive group demonstrated no greater performance deficit with time on task. Results failed to support the hypothesis of a sustained attention deficit in…

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)