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Salend, Spencer J.; Schliff, Janet – Journal of Learning Disabilities, 1989
This article reports on homework practices of 88 teachers of learning-disabled students. While the findings indicated that respondents were using several quality practices, some problems were noted, especially as regards motivational difficulties. Suggestions for confronting these problems and improving homework procedures are presented.…
Descriptors: Elementary Secondary Education, Homework, Learning Disabilities, Motivation Techniques
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Graham, Steve; And Others – Journal of Learning Disabilities, 1994
Four vocabulary lists were used to generate a basic spelling list for students with learning disabilities and other poor spellers. Each word was assigned a grade placement (one through three) based on pattern of occurrence in children's writing and placement on current vocabulary lists and spelling materials. The resulting spelling list of 335…
Descriptors: Difficulty Level, Elementary Education, Incidence, Learning Disabilities
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Patton, James R. – Journal of Learning Disabilities, 1994
This article reviews issues relating to using homework with students having learning disabilities and then identifies empirically validated and recommended practices, grouped into four categories: (1) management considerations; (2) assignment considerations; (3) student competencies; and (4) parent involvement. (DB)
Descriptors: Competence, Elementary Secondary Education, Homework, Instructional Effectiveness
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Forness, Steven R.; Kavale, Kenneth A. – Journal of Learning Disabilities, 1988
Intended for teachers, the article provides an introduction to the four major classes of psychotropic medication (stimulants, tranquilizers, anticonvulsants, and antidepressants) commonly prescribed for children with learning or behavioral disorders. Specific effects on the classroom are addressed. (DB)
Descriptors: Academic Achievement, Behavior Change, Behavior Disorders, Drug Therapy
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Jones, Eric D.; And Others – Journal of Learning Disabilities, 1997
The poor achievement of secondary students with learning disabilities in mathematics is often affected by prior low achievement, low expectations for success, and inadequate instruction. Good instruction involves careful selection of examples; explicit instructional design; a parsimonious use of time and resources; and techniques such as direct…
Descriptors: Instructional Design, Learning Disabilities, Learning Strategies, Mathematics Instruction
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Carnine, Douglas – Journal of Learning Disabilities, 1997
Describes and illustrates five areas of instructional design in mathematics well suited to students with learning disabilities. Suggested learning strategies for teachers to incorporate include using big ideas and conspicuous strategies; teaching efficient use of time; giving clear, explicit instruction on strategies; and taking time for…
Descriptors: Educational Principles, Elementary Secondary Education, Instructional Design, Learning Disabilities
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Patton, James R.; And Others – Journal of Learning Disabilities, 1997
Describes ways in which general mathematics instruction for students with learning disabilities can focus on math skills needed in daily life in the home, community, and on the job. A table charts the math skills needed for specific life demands. Also addresses life-skills math in the context of reform and curricular considerations. (DB)
Descriptors: Daily Living Skills, Elementary Secondary Education, Learning Disabilities, Mathematics Instruction
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Goldman, Susan R.; And Others – Journal of Learning Disabilities, 1997
This paper argues that the shift from behaviorist learning theories to constructivist and social constructivist theories provides an opportunity to develop a hybrid model of mathematics instruction for students with learning disabilities. The proposed model embeds important skill learning in meaningful contexts. Evaluation data on such embedded…
Descriptors: Constructivism (Learning), Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities
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Mastropieri, Margo A.; And Others – Journal of Learning Disabilities, 1990
Adolescents (n=25) with learning disabilities were randomly assigned to either mnemonic conditions or experimenter-directed rehearsal conditions and individually taught difficult vocabulary words, half abstract and half concrete. Results included higher scores on both recall and comprehension tests by mnemonically trained students for both…
Descriptors: Adolescents, Comprehension, Junior High Schools, Learning Disabilities
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Dudley-Marling, Curt; Searle, Dennis – Journal of Learning Disabilities, 1988
The article presents four guidelines for developing favorable classroom language learning environments for learning disabled students including a physical setting which promotes talk; opportunities to interact and use language; opportunities to use language for a variety of purposes and audience; and a responsive teacher who encourages continued…
Descriptors: Classroom Environment, Classroom Techniques, Elementary Secondary Education, Experiential Learning
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Gurney, Dana; And Others – Journal of Learning Disabilities, 1990
An instructional strategy for teaching comprehension of literature was tested with seven high school students with learning disabilities. The strategy taught story grammar through use of short stories and the paradigm of modeling/guided practice/independent practice. Students showed improved story comprehension. (Author/JDD)
Descriptors: High Schools, Instructional Effectiveness, Learning Disabilities, Literature
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Hoover, John J. – Journal of Learning Disabilities, 1989
The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)
Descriptors: Content Area Reading, Educational Needs, Learning Disabilities, Learning Strategies
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Thornton, Carol A.; And Others – Journal of Learning Disabilities, 1997
Recent research in mathematics instruction underscores the importance of problem solving and higher-level thinking. This article presents four themes in instruction for students with learning disabilities: (1) provide a broad, balanced mathematics curriculum; (2) engage students in meaningful problem tasks; (3) accommodate diverse learning styles;…
Descriptors: Cognitive Processes, Cooperative Learning, Elementary Education, Learning Disabilities
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Simmonds, Effie P. M. – Journal of Learning Disabilities, 1990
This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…
Descriptors: Cognitive Mapping, Cognitive Structures, Comparative Analysis, Elementary Education
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Grossen, Bonnie – Journal of Learning Disabilities, 1991
The possibility is raised of teaching reasoning strategies to students with learning disabilities using a curriculum designed around reasoning by analogy. The research base for such instruction is summarized. These principles of critical thinking are illustrated through examples including reading the newspaper, counseling situations, and content…
Descriptors: Critical Thinking, Daily Living Skills, Elementary Secondary Education, Learning Disabilities
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