Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

Research in language and communication deficits is briefly cited, and three guidelines for choosing and implementing communication therapies for the learning disabled student are described. (JW)

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)

Suggestions and background information are offered for audiologists, speech-language clinicians, teachers, pediatricians, and psychologists dealing with language and learning problems that appear to be related to auditory processing deficiencies. (CL)

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…

Students with language and learning disabilities may have difficulty solving mathematics word problems. Use of a sequential checklist, identifying clues and keywords, and illustrating a problem can all help the student identify and implement the correct computational process. (DB)

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)

The oral foundations of narrative knowledge are examined as a linkage to literacy acquisition problems. Examined are kinds of narrative knowledge acquired, the nature of story organization, and developmental acquisitions in story recall and generation. The performance patterns of language learning-disabled children on oral story recall and…

Attention is given to the characteristics, identification, and remediation of language disorders frequently associated with learning-disabled students. Characteristics include off-target responding, inaccurate word selection, neologisms, referent errors, topic closure, and sequencing difficulties. Remediation involves self-concept building,…

Tourette Syndrome is described in terms of causes, treatment, associated disorders (attention deficit hyperactivity disorder, obsessive-compulsive behaviors, learning disabilities), and classroom management (dealing with tics, writing problems, language problems, and attention problems). Common teacher questions concerning Tourette Syndrome are…

Determining the language skill deficits of learning-disabled students may be difficult. They have many appropriate language skills, but may miss the subtlety of language. This is exemplified by their lack of awareness of morphemes and the important information that less-stressed morphemes provide. Developing or selecting a program to improve their…

This document summarizes the final reports of five Colorado classroom projects funded to promote and evaluate effective instructional techniques for students with learning disabilities. (However, the projects also involved students who were not disabled.) The five projects dealt with: (1) effectiveness of using an edu-kinesthetic whole brain…

This handbook for literacy tutors and adult education instructors is a compilation of information about various handicapping conditions and suggestions for working with students with each of the handicaps. Seven handicapping conditions are considered: hearing acuity problems, visual impairments, deaf blindness, speech and language impairments,…

This booklet presents strategies developed by six adult basic education (ABE) staff members for helping students with specific learning problems. The strategies were devised through reading, talking with experts in the field, attending a workshop, and experimenting with modified teaching strategies. The guide addresses 36 specific learning…