Subjects at risk for specific learning disabilities were assessed on standardized measures throughout elementary and middle school, following an intervention based on task analysis of kindergarten curricula and team teaching. All results were significant for the treatment group in relation to an at-risk cohort. (Author/DB)

Discusses the following administrative factors that determine the success or failure of nontraditional programs: (1) the organization of the program, such as whether or not it is designated as a special division; (2) amount of resources available for its use; and (3) whether or not it has an advisory board. (JS)

Followup of 68 learning-disabled students is reported including information on educational and technical-vocational experiences, employment and marital status, children, level of independence, and subjective feelings of satisfaction or dissatisfaction. Outcomes were favorable for most in the college graduate and high school graduate group and…

A comparison of cognitive, academic, and linguistic profiles for 74 learning-disabled students and 37 nondisabled college students found significant differences in reading, writing, listening, and speaking achievement. No significant differences were found for gender or Verbal-Performance split in cognitive ability. Instruments used showed similar…

Topics include the use of light sensitive pens and codes to teach reading to slow readers, blind and learning-disabled children, and children with mental retardation; new booklets and audiovisual programs designed to help professionals, families, and communities cope with problems of today's youth; and a book that examines self-care for children…

A survey of 33 faculty members at Salish Kootenai College examined their support for and use of 14 instructional accommodations with learning-disabled students. Faculty strongly agreed that the college should provide tutorial support and counseling services for students. Contains 24 references. (SV)

This study explored variables differentiating more and less effective teachers (N=24) of mildly retarded and learning-disabled elementary students. Personal/educational variables proved insignificant. Effective teachers conducted activities in the classroom, made frequent use of teacher questioning, limited independent seatwork (especially silent…

Data were collected from 54 learning-disabled college students and 54 peers, concerning perceptions of cognitive attributes, achievement, motivation, organizational and decision-making skills, career goals, resources, and interpersonal relationships. Subjects perceived themselves to have greater problems in reading, written expression, visual…

The traditional approach toward teaching spelling was compared with a copy, cover, and compare approach for 9 special education (learning-disabled) students in grades 4, 5, and 6. Spelling performance improved in the copy, cover, compare condition; and students preferred this approach. (SLD)

The article describes typical conceptual problems that limit adolescents and young adults with learning disabilities in their efforts to become financially responsible. In a case study format, five money management problems are presented and resolved, including organizing financial records, budgeting, reconciling bank statements, and dividing…

Gifted students may exhibit a deficit in ability to follow a sequence of verbal instructions, termed Cognition of SeMantic Systems (CMS). Three types of low-CMS students are described, and counseling strategies are outlined. Achievement of academic success and emotional health calls for teachers to build students' self-esteem and be patient. (JDD)

The article reviews recent theoretical and empirical research related to the role of communication in effective strategy training for instilling stable and general cognitive strategic skills in learning disabled students. Among implications discussed is the need for increased focus on the interactional dynamics of the strategy training situation…

Developmental language disorders in preschool children are described. Levels of linguistic functioning are defined, and clinical language disorders are presented. Implications for the school psychologist are discussed, with an emphasis on assessment of verbal and non-verbal functions. (SLD)

The paper summarizes learning disabilities research related to the possible maintenance or amplification of information-processing deficits by deviant styles of parental communication, and maintenance or amplification of attention deficits by an underorganized family structure. Findings are related to four etiological models: environmental,…

The accuracy of SEARCH for identifying children at risk for developing learning disabilities was evaluated with 1,107 kindergarten children. Children identified as at risk were of average intelligence. SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. SEARCH predicted adequacy of…