This article introduces a series of papers on cognitive process-based instruction for students with learning disabilities. Cognitive process-based instruction is defined and differentiated from the process training advocated by S. Kirk in the 1970s. The method's basis of sound theory and academic tasks is stressed. (DB)

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

Two studies were conducted to design and field-test hypertext computer study guides with 40 ninth grade students (10 with learning disabilities, 15 remedial, and 15 regular education). Findings indicated the computer study guide treatment was as effective as the lecture method; posttest scores and retention test scores were higher for the computer…

A teaching-learning procedure in early instruction in mathematics is anchored in Piagetian and Russian psychology and traces internalization processes that occur between material and mental actions, namely perceptual actions of visualization and imagination, verbal action, symbolization, and generalization. (Author/CL)

The article proposes a simplified handwriting method for learning disabled children having difficulty with conventional cursive writing. The approach is based on the vertical downstroke rather than the diagonal slant and emphasizes the natural connection between manuscript letters. (Author/CL)

Informal assessment can make a valuable contribution to the assessment process in special education. Informal procedures are characterized by their ability to be tailored to the needs of specific assessment situations and are especially useful in student evaluation for this reason. (Author)

Task analysis is described, and five approaches (learning hierarchies, the stimulus response table, observation, flowcharts, and the critical incident approach) are considered. (CL)

The article analyzes the stages of study in terms of skills needed at each phase. Specific ways to modify instructional activities and to develop study procedures in learning disabled students are presented. (Author/DB)

The paper reviews research efforts directed at identifying perceptual and cognitive components in reading and their dysfunction in disabled readers. Disruption in the processing sequence is identified, and a compensatory training technique for the reading disabled is described. (Author)

The author describes an approach to helping dyslexic children by making the learning situation as painless as possible and helping students accept responsibility for more careful scrutiny and accurate decoding. (CL)

Two types of elaboration are reviewed as potent strategies for the learning disabled: (1) modifications to make materials more learnable and (2) recommendations about elaborative strategies that learners can execute. A model of autonomous and flexible strategy use is presented with emphasis on efficient strategy application. (DB)

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

An economical procedure for identifying the dyslexic child is described using a parent questionnaire, the Wechsler Intelligence Scale for Children-Revised (particularly noting behavioral idiosyncrasies), a brief sentence reading test, a brief spelling test, and lateralty tests. Procedures for synthesizing the evaluation information are considered.…

An approach to teaching writing and reading to learning disabled adolescents involves controlling the vowel from the simplist word constructions to the most difficult of orthographic constructions. Teaching strategies are based on a model that views most words as regular (categorical)--some more regular (categorical) than others. (Author)

The use of instructional expedients, practices (such as grading) that are distinct from learning objectives but help to implement those objectives, is discussed, particularly as it relates to language instruction. (SBH)