Normally achieving, learning-disabled and mildly retarded students (n=148, ages 6-9) were trained to select the odd picture of a 3-picture array. Mildly retarded subjects showed large, consistent performance differences from the other groups, but learning-disabled subjects could not effectively be distinguished from normally achieving peers.…

Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…

Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…

This article presents procedures, forms, and instructional techniques used to increase achievement of learning-disabled students through measuring and controlling task difficulty during classroom instruction time. These techniques are especially recommended for classrooms using individualization and small group instruction. (Author/PB)

Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…

Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)