A literature-based cognitive developmental approach to learning and instruction in mainstreamed settings is presented. The approach considers children with learning disabilities to be ineffective and inactive learners, and focuses on addressing learning skills for all children and emphasizing mutual support and communication within the classroom.…

Individualized self-monitoring checklists were developed for 3 learning-disabled students, aged 10-13; students followed the checklists as they completed their subtraction assignments. The procedures produced immediate gains in correct responding; when the checklists were removed and the previous incentives condition was reinstated, continued…

A study evaluated the usefulness of instruction in specific learning strategies to improve the learning processes of students with learning disabilities and attention deficits. The intervention sought to provide students with tools for maximizing atypical strengths, remediating weaknesses, and activating processing. Some strategies are described.…

Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

The study compared strategies chosen by second-grade learning disabled (LD) children with short-term memory problems, but with differences in naming facility, and same-age and younger nondisabled children. Subjects with poor naming abilities demonstrated selected strategy failures, while subjects with good naming abilities demonstrated more…

Comparison of teaching U.S. history content to learning disabled junior-high school students using either mnemonic or nonmnemonic materials found that students learned substantially more information when instructed mnemonically. Teachers felt the mnemonic materials were significantly more appropriate for these students than traditional…

Many learning disabilities or cases of mild retardation are due to medically diagnosable, congenital syndromes, such as fetal alcohol syndrome, sex chromosome abnormalities, multiple anomaly syndromes, phenylketonuria, and Tourette Syndrome. These syndromes are discussed, and suggestions are given for special education management. (Author/JDD)

A developmentally sensitive problem-solving task--the 20-Question Game--was used to examine development and treatment variables among 48 learning disabled and 48 normal boys at two age levels (8-13 years old). Results indicate that both younger boys and learning disabled boys demonstrated less efficient problem-solving skills than did others. (TJH)

The study compared effects of two ways of making text more explicit for learning disabled (LD) children: by adding supportive information or asking inference questions at the ends of episodes. Adding elaborative content enhanced story understanding while asking inference questions was not more effective than the explicit version of the text alone.…

The study comparing responses of the teachers of learning disabled (LD) seven-year-olds on the Temperament Assessment Battery to those of teachers of non-LD students found that teachers of LD students consistently evidenced perceptions in the negative direction suggesting that social ability, adjustment, and persistence contribute to the…

The study demonstrated that 36 male children (ages 7-10) with learning problems were characterized not by a restricted vocabulary as such (i.e., the variance common to both receptive and productive vocabulary measures) but by a hampered production of words (i.e., the variance common to both speed-of-naming and productive vocabulary measures.…

The consulting teacher model can be an effective tool for serving gifted students with learning disabilities, by facilitating collaboration among teachers, administrators, and parents. Steps are given for conducting collaborative consultation to help such students, and examples highlight situations in which teacher consultation and collaboration…

The article describes the Consolidated Method for Independent Learners (CMIL) which is based on schema theory and is designed to develop self efficacy, teach learning strategies, and foster generalization skills in learning-disabled and other handicapped children. (DB)

This critique of a paper by Linda Siegel (EC221505) challenges Siegel's assumptions on the relationship of Intelligence Quotient to learning disabilities as being unacceptable and non-literature-based, and points out that discussion of Intelligence Quotient cutoffs may be moot given that 49 states employ no cutoff for learning disabilities. (JDD)

Comparison of the written stories of 96 learning-disabled and 96 non-learning-disabled students found significant differences at grades 3, 4, and 5 in students' inclusion of a complete story grammar. No differences were found at grade 6. (Author/DB)