This paper proposes for consideration by intervention researchers two instructional parameters that potentially can promote transfer of learned strategies in students with learning disabilities. The two parameters are mediating student mindfulness during strategy learning and at transfer and engaging in transfer-promoting instruction. (JDD)

Performance of children with and without language-learning disabilities (ages 9-13) on 2 types of cognitive tasks was compared. Children (n=14) with language-learning disabilities performed at a level commensurate with a language-matched group on a concept formation task and at a level commensurate with a mental-age matched group on an…

Outlines methodology employed during six-month period to integrate quantitative and qualitative research results. The project, involving mainstreamed learning-disabled students' problems with homework assignments, was designed to study educational issues through use of directed focus groups in which groups discuss specific topic in detail.…

This longitudinal follow-up study analyzed postschool outcomes for males and females with learning disabilities, mild mental retardation, and no disabilities. Few significant differences were noted between genders, except for parenting status. There were no differences in employment by disability. Differences between those with and without…

Describes, in a case study-like format, a cognitive strategy that might be helpful to the learning-disabled (LD) college student who must organize and write a longer text. Presents a brief description of an LD student and an actual writing assignment. Describes how the student completed the task. Discusses educational implications. (RS)

Assessment of 15 students with learning disabilities (ages 9-13) found that their ability to answer comprehension and synthesis questions was poorer than that of their peers, but their ability to answer knowledge, analysis, and application questions was commensurate with age peers. Findings suggest that individual assessment of levels of…

Interviews with 12 students each from grades 1 through 4 found students' attitudes could be placed in four categories differing on attitudes toward school learning, homework, and personal learning projects. More students with than without learning disabilities fell into the category which saw almost all learning as an imposition. (DB)

This study of 44 children in grades 4 and 5 found that children with learning disabilities (LD) required more time than nondisabled students to achieve 100 percent accuracy on a short learning unit and retained less factual content. LD students who did not spend adequate time in learning dropped more dramatically in achievement than nondisabled…

Sociometric status assessment of mainstreamed Hispanic pupils in grades four and five found that learning-disabled pupils (n=60) received lower sociometric peer ratings than nonhandicapped peers, though considerable variability existed and sociometric context influenced status. Thirty percent of the disabled sample were in the rejected status…

This paper examines the affective components of reading and related learning disorders. A dynamic-developmental-interaction approach to etiology is suggested to allow for integration of constitutional, developmental, and environmental factors. The paper considers parental dynamics, intrapsychic factors, and interpersonal factors. (Author/JDD)

This article examines the descriptive influences of reading and learning disorders on personality development. It discusses the effects of biologic vulnerabilities and environmental interaction, the variant patterns of defense and symptom development at various life stages, and evidence that early development failures are key elements in later…

A vocational follow-up study of 113 young adults with learning disabilities who graduated from a human services paraprofessional training program is reported. Findings include the following 76 percent are employed, most as paraprofessionals in education settings; 60 percent earn under $10,000; despite low salaries, most report high job…

This article introduces four papers (and responses to them) originally given at an April 1990 conference on the identification and treatment of dyslexia. Noted is the lack of consensus on what dyslexia is, how the condition comes to be, and what the nature of educational intervention ought to be, though developmental views are seen to predominate.…

Compared effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled elementary school students' mathematics skills. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores…

This paper reviews the concept of adaptive behavior, the etiology of maladaptive behavioral patterns in learning-disabled individuals, and age-related trends in life adjustment. It advocates the use of adaptive behavior measures to identify homogeneous subtypes of learning disabilities, to predict educational consequences, and to determine…