Standardized norm-referenced language assessments are used to identify developmental language disorder (DLD) in bicultural Navajo children. However, these assessments do not include normative data for Navajo children, the majority of whom are exposed to both Navajo and English, and consequently the assessments may not reflect their true language…

Considered are implications for learning disabled students of the simultaneous, successive, and planning (SSP) model, a model of information integration that emphasizes processes rather than ability. Remedial training guidelines are offered, including assessment of learning potential and determination of the nature of the weakness and its…

Evidence is offered that children with specific language impairment often have serial memory difficulties. Research on the difficulties such children have in rote counting and in learning nursery rhymes is reviewed. Implications of current research for assessment and intervention in mathematics and rhymes are discussed. (DB)

Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

Discusses the relationship between language impairments and memory. A discovery process that can be used to determine the degree to which children's long-term memories vary across recall content and contexts, and a method for determining which memory facilitation strategies are the most effective are discussed. (CR)

A variety of memory strategies can be used to retrain an individual's ability to process information in working memory. This article provides step-by-step instructions for various memory encoding strategies. These strategies include training in perceptual grouping of number series, organization, mediation, mental imagery, and associative memory.…

A review of pragmatic structures that are a part of second language learning is intended to provide insights for speech-language pathologists working with bilingual students in the schools. Among topics covered are conversational postulates, presuppositions, and performatives. Suggestions for helping the bilingual language learner are offered. (CL)

High quality children's literature should be used to facilitate language-learning-disabled children's narrative abilities in the areas of structure, content, values, and aesthetic appreciation. Using the macrostructure of the story can lead to the exploration of feelings and values in real or imagined situations. (DB)

The article describes the organization of activities in an elementary classroom of language learning disabled Hispanic children and demonstrates how the use of ethnographic research methods can contribute to understanding the culture of the school. (CL)

A three-stage procedure for formulating and monitoring individualized objectives for learning disabled high school students includes: (1) surveying global writing successes and failures; (2) analyzing reliable patterns of selected writing features; and (3) selecting instructional priorities through ongoing negotiation between instructors and…

The author examines adjustment problems of Southeast Asian refugees in the U.S., noting conflict with their traditional orientation to learning and linguistic difficulties in acquiring English. Seven guidelines are offered for teaching, including an emphasis on survival skills and vocabulary and grammar rather than on pronunciation. (CL)

Discusses how treatment of memory disorders resulting from traumatic brain injury must extend beyond intervention strategies focusing on deficit reduction to embrace models centering on disability reduction. Disability oriented approaches that emphasize rehearsal and encoding strategies and the use of memory aids are described. (Author/CR)

The article describes components of writing competence for instructors of basic writers (e.g., remedial, disadvantaged, language/learning disabled) emphasizing fluency, clarity, and appropriateness. Implications of research for the teaching of writing (such as the significance of errors) and assessment of writing competence are noted. (DB)

Summarizes findings on the relationship of working memory and long-term memory to language impairments. Language interventions are discussed, including promoting attention, speaking clearly and slowly, promoting phonological coding, planning activities around topics familiar to the learners, helping learners organize new knowledge, and providing…