The article describes three aspects of classroom-based service delivery to children with speech or language impairments: (1) how classroom-based delivery developed within speech-language pathology; (2) types of classroom-based models; and (3) issues attending classroom-based intervention. (Author/DB)

In agreement with Coles (EC 220 146), the article comments on the poor quality of research in the learning disability field, and Coles'"interactivity" theory as an alternative to the neurological-deficit theory which is applied to the problem of classification, intervention, and a societal approach. (DB)

The article describes current and emerging curricular models for students with learning-related disabilities, evaluates their effectiveness, outlines the decision-making process vis-a-vis curricular model selection, and discusses programatic needs of identifiable subgroups of students with mild handicaps, as they relate to specific curricular…

Mathematics textbooks are difficult for learning disabled students to read. Specific and general reading skills are discussed, followed by research findings on mathematics textbooks in terms of content, text structure, page format, vocabulary, and visual symbols. (MNS)

This article presents an interactive model for teaching content area concepts to secondary students with reading/learning disabilities. It offers procedures for activating student background knowledge and for assisting students in developing the relationships among concepts that are critical for concept evaluation, synthesis, and application.…

The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

The study examined the social relations of 23 third-grade children with learning disabilities (LD) and 154 without LD. LD children were less accepted but not more rejected by peers than nonLD children. Significant group differences in friendship concepts and levels of reasoning about friendship and conflict resolution were also found. (Author/DB)

A computerized map tutorial and a more traditional atlas based instructional method to teach geographic locations were compared with 15 remedial and 12 learning disabled grade nine students. The computerized map tutorial produced significantly higher performance for both groups of students and there were no significant differences between the…

Subtypes of learning disabilities based on neuropsychological, developmental, and behavioral perspectives are reviewed. A multidimensional perspective integrating aspects of all three approaches is proposed which draws a distinction between production and mediational subtypes of learning disorders and stresses an ideographic approach to assessment…

The study examined the developmental lag hypothesis for learning disabilities by evaluating dichotic listening ability using both free recall and directed attention conditions in 24 learning disabled (LD) adults. Findings indicated LD adults showed similar deficits in lateralized selective auditory linguistic processing as children with LD. (DB)

The research investigated what characteristics distinguish high ability/learning disabled (LD) intermediate grade students from average ability LD and high ability students. High ability/LD students were more creative than average LD students but cause the most classroom disturbance and perceive themselves as less efficacious in academic tasks.…

In a repeated measures design, third grade students with learning disabilities (N=16) read under three treatment conditions: corrective feedback on every oral reading error, correction on meaning change errors only, and no feedback regardless of error. Corrective feedback on oral reading errors improved both word recognition accuracy and reading…

Students with learning disabilities can learn strategies to improve their organizational and time management skills. Antecedent strategies, which set the occasion for students to become more organized, include assignment logs/charts, work stations, color coding materials, timers, and guided notes. Consequence strategies include reinforcement,…

This study examined agreement among 59 regular education high school teachers, 188 normally achieving high school students, and 50 high school students with learning disabilities (LD) concerning social and school skills important for success in the mainstream. Results revealed that teachers differed significantly from LD students on 16 skills and…

Seven sixth-grade students with learning disabilities were taught the metacognitive strategy PLEASE for use in writing paragraphs. Results suggest that, compared to the traditional language arts curriculum, the PLEASE strategy was more effective in developing students' metacognitive abilities for prewriting planning, composition, and revision as…