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Garnett, Katherine – Learning Disabilities Research and Practice, 1992
Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)
Descriptors: Arithmetic, Cognitive Processes, Cognitive Psychology, Computation
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Hudson, Pamela; And Others – Learning Disabilities Research and Practice, 1993
This article reviews the literature on the use of content enhancement techniques to help secondary students with learning disabilities to identify, organize, comprehend, and memorize critical content information. Content enhancements described include visual displays, mnemonics, advance organizers, study guides, peer mediation, audiotapes, and…
Descriptors: Advance Organizers, Computer Assisted Instruction, Content Area Reading, Instructional Effectiveness
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Swicegood, Philip R.; Parsons, James L. – Learning Disabilities Research and Practice, 1991
The Thematic Unit approach to content-area learning integrates reading, writing, and speaking exercises for learning-disabled students while fostering active and strategic study of the content. Features include use of natural materials, teaching of learning strategies, and emphasis on student decision making and involvement. Guidelines are…
Descriptors: Content Area Reading, Content Area Writing, Elementary Secondary Education, Instructional Design