Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)

Teachers can motivate secondary learning disabled students to improve their handwriting skills by allowing students to take examinations from their notes, providing address books in which students write their friends' phone numbers and addresses, and using cooking as a means to improve handwriting. (CL)

Practical steps for remediating cursive handwriting difficulties focus on the five elements of spacing, speed, slant of letters, letter size, and letter shape. (JW)

A highly structured six-step strategy to teach paragraph organization skills to learning disabled secondary students revealed that the students, who were beginning rather than remedial writers, could profit from a formula writing approach that focused on one writing component at a time with maximum practice. (CL)

The author suggests an intellectual approach to teaching learning handicapped students to write. The effectiveness of the developmental writing approach is supported by a study in which teachers were trained according to five propositions, including that all writing is thoughtful, and that writing is concerned with content. (CL)

The paper reviews the advantages and disadvantages of using word processing programs with learning disabled students, describes some available programs, delineates criteria for selection of word processing programs, and considers expanded uses of word processing with this population. Advantages of word processing programs for learning disabled…

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)

The article presents six remedial handwriting activities which address a variety of deficits commonly affecting the handwriting of learning disabled (LD) students. Each activity is presented with a rationale, step-by-step instructions, exemplary worksheets as necessary, and suggestions for teaching. In the "Coin Challenge" students learn correct…

Teachers can increase the written production of learning disabled students by using mnemonic strategies when planning and teaching written expression skills. The STARS (Structure Talking Assistance Reinforcement Self-Management) procedure is designed to provide the motivational remediation that encourages students with limited writing skills to…

The article examines writing characteristics of learning disabled students in five areas (planning, content generation, framing, production, and revising) and reviews remedial teaching techniques appropriate for each area. (DB)

This article presents a writing process wheel that has been designed as a task-specific tool for assisting teachers of students with learning disabilities to develop writing competence. The wheel displays five writing stages (prewriting, drafting, revising, editing, and publication) in a circular fashion with appropriate activities for each stage.…

The article considers the research basis for use of word processing with learning disabled fourth grade students, notes the special demands word processing makes on teachers and students in the initial learning stage, and suggests instructional approaches. (DB)

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…

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)