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…

The literature on notetaking is reviewed, including theoretical perspectives and listener- and lecturer-controlled variables influencing both the encoding function and storage functions of notetaking. Findings are applied to training secondary and postsecondary students with learning disabilities in notetaking skills. (DB)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

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…

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 "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,…

This paper examines the complexities of written language in terms of both its mechanical and creative skills. It discusses four approaches to providing assistance to writers with learning disabilities, including rule and skill instruction, substantive facilitation, procedural facilitation, and self-instructional strategy training; and recommends a…

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

All physical activities incorporate perceptual motor coordination, and physical activities for learning disabled children should provide from among three types of movement outcomes--movement control, movement behavior, or movement experience. Instruction should focus on task analysis, the student's strengths, and success with an appropriate amount…

The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)

This article describes the concept and varieties of mnemonic instruction and how mnemonics interacts with the specific learning characteristics of learning-disabled students. The effectiveness of the techniques, as reported in research studies, is described. Implications for classroom instruction and further research are provided. (DB)

This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…

An intervention framework for the management of communication disorders in learning disabled children is presented. The model is comprised of three components: communicative intentions (what a speaker wants to convey), presupposition (a speaker's message in relation to specific information needs of a listener), and the social organization of…