Twenty-five suggestions are presented for consideration when describing, defining, and assessing learning disabled adults; when designing appropriate instructional and support services for these individuals; and when planning related research. Implications are discussed for elementary and secondary level educators, as well as for those designing…

The performance of 60 learning disabled and normally achieving children (ages 9-12), either given minimal instruction to use organizing strategies or engaged only in practice with a free recall task, were compared. Factors underlying the unexpected finding that strategy use did not account for learning disabled students' poor recall are discussed.…

A reinterpretation of survey results concerning teacher-education programs in learning disabilities indicates that (1) most large programs advocate a reasonably consistent instructional approach and (2) despite the appearance of the same topics in textbooks for both special and regular education teachers, the same set of skills are not necessarily…

The article describes an evaluation procedure that observes the child's ability to use specific learning strategies. By extending on and manipulating initial responses, the procedures help determine the amount of interaction needed to influence a child's performance and identify the kinds of instructional interactions that exercise control over…

A national survey of the methodological content of 87 large teacher-education programs in learning disabilities/mild handicaps indicated that the dominant methodologies are largely the same as those commonly included in general teacher education. Within given courses, methodologies proven both effective and ineffective are stressed. (Author/VW)

The author introduces 10 articles on language arts and learning disabilities (LD) and presents evidence for her contention that reading should be viewed within the context of a general model of language. For related information see EC 132 759-768. (CL)

Thirty-five learning-disabled readers (mean age 10) and 43 controls were compared on a sentence span task and on recall of everyday features, consequential events, and misleading information. Results indicated that subjects were deficient on working memory and naturalistic measures, but their naturalistic memory deficits did not appear to relate…

Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)

The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)

The article contains suggestions for assessing and instructing culturally and linguistically different students with special emphasis on ways to distinguish the learning disabled from students who differ due to cultural and linguistic background and the need to focus on students' strengths and previously gained knowledge. (Author/DB)

The article presents an approach to informal assessment of written expression which allows the teacher to determine the skills acquired and correctly used by the student, the skills needing remediation, and the skills to be introduced. For related information see EC 132 758-767. (Author)

Investigation of the stability of Wechsler Adult Intelligence Scale Revised scores of 25 college students over a 4-year period found that global and subtest scores were highly stable. Subtest scores tended to be higher on the retest, but global scores were not despite four years of educational experiences between test administrations. (Author/DB)

The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

Responding to a reinterpretation of survey results concerning teacher education in learning disabilities (LD), the survey authors contend that practitioners must agree on definitions that limit, rather than extend, the LD population to differentiate the preservice requirements for teachers of LD students from those for general classroom teachers.…

Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…