The study observed 30 secondary vocational educators to gather data on the instructional environments of vocational education programs relevant to learning-disabled students. Data were collected on curricular content, curricular format, student behavior, teacher behavior, and teacher focus. Differences between exploratory and preparatory programs…

The study examined the communicative competence of 30 learning disabled and 30 non-learning disabled children (ages 9 to 13) in both referential and semistructured dyadic communication tasks. The use of both instructional strategies influenced the quality of subjects' verbal communicative interactions. (Author/DB)

Illustrates the use of a student-managed response-cost system using free tokens to modify the on-task behavior of 2 mainstreamed students--an emotionally disturbed fourth grader and a learning-disabled sixth grader. Subjects' on-task behavior as well as their academic performance improved after the program. (SKC)

Describes the fears, frustrations, and problems of parent-teacher conferences. Suggests that parents not wait for the first conference to start communication, that they get involved in the school, and that parents go to conferences prepared with written questions and concerns. (MS)

In response to a previous article, the paper argues that effective instruction of the learning disabled is most likely to develop from systematic theoretically based research though instructional studies can contribute to theory development. Research in many other areas is necessary to develop the powerful teaching methods required. (DB)

In response to a previous article, the paper finds weaknesses in the mechanistic worldview represented by the emphasis on information processing research in constructing a metatheory for learning disabilities. An alternative--contextualist--world view is proposed which is holistic, social, and developmental providing insight into processes of…

In response to articles concerning the author's earlier paper, the paper responds to criticisms concerning contextualism, the role of metatheory, distinctions between basic and applied research, cognitive components and specificity, the science of learning disabilities, neurological indices, model validation, and the nature of learning…

The paper describes an inservice workshop on learning disabilities for college faculty including the processes used to assess needs and promote inservice involvement. Positive inservice evaluations suggested attainment of program goals of providing information about learning disabilities and discussing ethical and pedagogical issues concerning…

Studied concurrent validity of the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-C) in learning disabled children categorized according to Verbal and Performance IQ differences. Found no significant differences between the three groups, thus failing to support the validity of the LNNB-C in discriminating between learning…

To improve problem-solving skills of learning-disabled students, five attributes of problem solution are outlined: the solution's permanence, starting time, length of time required, ease of implementation, and creation of additional problems. Based on these attributes, a structured method for rating and choosing solutions to personal or social…

The validity of Scholastic Aptitude Test (SAT) Verbal-Mathematical discrepancies as indicators of college learning disability (LD) was assessed for four groups of LD students (Total N about 5000) taking different test formats. Comparison with non-LD student scores indicated no evidence of larger discrepancies for the LD groups. (Author/DB)

Investigation of the language-spatial lateralization of 76 intermediate grade right-handed regular education students found that "good" students had normal left hemisphere language and right hemisphere spatial lateralization but "poor" students had nonnormal lateralization. Academic problems and behavior problems were correlated with nonnormal…

Procedures used to teach writing processes to learning-disabled middle school students are described. Students are led through each writing stage, including prewriting, drafting, peer conference, revising, editing, teacher conference, and publishing. A writer's map for an autobiography and editing symbols are illustrated. (VW)

A language therapy program designed for use with behavior-disordered adolescents was also used with language/learning-disabled adolescents. Line drawings of facial expressions were used to teach the concepts of feelings and identify ranges of similar emotions as well as to introduce new vocabulary. Special behavior considerations with the behavior…

Normal students (N=65) in fourth, sixth, and eighth grades were compared to 17 learning-disabled ninth graders on learning derivational morphology and spelling derived forms. Disabled students' knowledge of derivational morphology was equivalent to that of normal sixth graders, but spelling of derived forms was equivalent to that of fourth…