Surveyed 15 college students with learning disabilities to obtain their perceptions of obstacles and problems encountered in college setting. Findings revealed that parents had substantial influence on educational aspirations of respondents and that professional school counselors had little impact on their decision to attend college. Students…

Issues are raised about the Council for Learning Disabilities Research Committee's standards for describing research subjects, including justification for the recommended standards, relationship between description of subjects and probability of replication, and impact of the type of research on subject description standards. Recommendations are…

This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

This research review identifies similarities in skill acquisition across the domains of reading and math disabilities, specifically addressing the sequence of skill development and the theoretical question of whether the disabilities reflect delays or deficits in cognitive development. The paper discusses the nature of differences between learners…

Reviews studies indicating that negative labels, such as learning disabled or behavior disordered, can lead to peer stigmatization and to disturbed or disrupted peer relations for labeled child. Contends that problems may be due not only the to labeled child's actual behavior but also to biased perceptions and behavior of peers as result of label.…

Used Social Skills Rating System (SSRS) to compare 20 learning-disabled, 20 mildly mentally retarded, and 20 nonreferred students. Students with disabilities scored significantly lower than nonreferred group on social skills and significantly higher in problem behaviors. SSRS was able to predict group membership broadly (handicapped versus…

The Strategic Learner Apprenticeship for college students who are academically at risk or have learning disabilities involves task-specific learning strategies, course-specific learning strategies, coconstructed learning strategies, and a methodology for strategic instruction. Implementation of the apprenticeship with 56 at-risk student athletes…

Examined how contextual variables affect types of instructional adaptations teachers propose for students experiencing academic failure. Within academic areas (reading or mathematics), teachers (n=76) were assigned randomly to three idea generation formats: oral independent, written independent, and assisted with ideas for potential solutions.…

Offers an instructional model for teaching several metacognitive strategies which have been shown to improve reading comprehension in students with learning and reading disabilities. Techniques cover summarizing expository text, comprehending story structure, self-questioning, and text lookbacks and question-answer relationships. (DB)

Discusses the difficulties many students with learning and attention-related disabilities have in dealing with classroom transitions. Short case studies are provided to show how behavior problems escalate when effective teaching methods are not utilized to ease transitions, and several transition techniques are suggested. (Author/CR)

This study compared the effect of productivity (a correlate of suffix frequency) on derivational suffix use in 69 elementary and middle school students' derivational suffix use. Twenty-three students had language-learning disabilities (LLD). Students with and without LLD used highly productive suffixes but LLD students were less accurate in…

A study of 15 high school students with learning disabilities and 257 typical students found no grading adaptation was viewed as fair by a majority of students without disabilities. Changing the grading scale and raising grades to reflect improvement were viewed as fair adaptations by the students with disabilities. (CR)

This multiple baseline study investigated the effectiveness of direct instruction of an advanced story-map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance generalization to a novel passage, and…

This study examined the response of intermediate-grade boys (N=18) and girls (N=20) with (N=20) or without (N=18) learning disabilities (LD) to experimental dyadic interactions, either friendly or unfriendly. Children with LD were hypersensitive to both situations and girls with LD appeared most negatively affected by the unfriendly interaction.…

Forty-four fourth- and fifth-grade boys with and without learning disabilities (LD) completed a semi-structured interview measure of interpersonal understanding. They were also rated by their teachers on social adaptation in the classroom. Interpersonal understanding and social adaptation were positively correlated, and children with LD exhibited…