Adding mediation (guidance in problem solving) to an educational task enabled learning disabled sixth graders to produce superior performances compared with unmediated tasks. The author contends that focus on problem-solving skills is needed as much as emphasis on reading and perceptual skill development for learning disabled students. (CL)

The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD)

This article presents several mnemonic devices to aid students with learning disabilities in the development of social skills, specifically problem solving and accepting and assimilating negative feedback from others. (DB)

This article describes several strategies to mitigate the effects of poor time management skills in postsecondary students with learning disabilities. Strategies focus on using a calendar; wearing and/or referring to a wristwatch or clock; and practicing punctuality. (DB)

A framework is provided for selecting and analyzing social skills curricula for teaching students with learning or behavioral difficulties. The framework emphasizes analysis of such programing considerations as individualization, cost-effectiveness, assessment, maintenance, and generalization. Presented are a checklist for analyzing the curricula…

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…

Sets forth methods for helping children of limited ability create poetry. Includes a poem written by a student classified as "dyslexic." (FL)

The instructional program, "Learning About Social Behavior," was designed to teach social and behavioral skills to elementary students in regular and learning disability classrooms. Students are taught with strategies used in reading, math, and assertiveness training. (Author/AM)

Discusses the difficulties adolescents with learning disabilities often have in higher-level reading comprehension skills, such as character analysis. Suggestions are provided to help teachers select stories and provide instructional support to facilitate student success, including ways to introduce the story, enhance comprehension, and extend…

Sixty-seven learning-disabled (LD) adolescents attending vocational-technical schools completed a self-management training program. Results showed improvements in the problem-solving and job-related social skills of LD students who received the self-management training program compared to both LD and non-LD students who were not trained.…

Strategies to optimize spelling instruction for students with learning disabilities are presented. Teacher-directed techniques involve a test-teach-test sequence, reduced word lists, reinforcement, imitation plus modeling, analogy strategy, and constant time delay. Eight study techniques to help students improve their spelling skills are also…

This document discusses the importance of time management for learning-disabled students and techniques to enhance the teaching of time management skills. Teaching effective time management calls for consideration of the student's readiness to learn new material, effective transitions between activities, clear prioritization of educational…

Test-taking skills should be part of learning-disabled students' instruction. Student performance on previous tests should be analyzed to determine lack of information, carelessness, misinterpretation, material not studied, or incorrect reading. Notetaking techniques, language problems, and special problems presented by essay tests and math tests…

The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)

Two learning-disabled, three educable mentally retarded, and two trainable mentally retarded senior secondary students were trained to count money rapidly. All subjects significantly improved their counting rates, maintained a 90 percent level of accuracy, and maintained their skills across settings and over time. (Author/JDD)