Descriptor
Source
| Learning Disability Quarterly | 12 |
Author
| Adelman, Howard S. | 1 |
| Evans, Larry D. | 1 |
| Freund, Judith H. | 1 |
| Gerber, Michael M. | 1 |
| Hall, Robert J. | 1 |
| Hanna, Gerald S. | 1 |
| Harber, Jean R. | 1 |
| Isaacson, Stephen | 1 |
| Kelly, Spencer | 1 |
| Maheady, Larry | 1 |
| McNaughton, David | 1 |
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| Guides - Non-Classroom | 12 |
| Journal Articles | 12 |
| Information Analyses | 4 |
| Reports - Descriptive | 2 |
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| Practitioners | 5 |
| Researchers | 1 |
| Teachers | 1 |
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Peer reviewedSaski, Jim; And Others – Learning Disability Quarterly, 1983
The article suggests two notetaking formats for learning disabled adolescents, as well as general instructional guidelines for notetaking. Since notetaking is not a singular process, it must be coordinated with other areas such as listening and study/test-taking strategies. Finally, notetaking is viewed as an individualized, active process on the…
Descriptors: Learning Disabilities, Notetaking, Secondary Education, Study Skills
Peer reviewedMolfese, Dennis L.; Molfese, Victoria J.; Kelly, Spencer – Learning Disability Quarterly, 2001
This article provides an introduction to the use of event-related potential (ERP) approaches to study language processes. First, a brief history of the emergence of this technology is presented, followed by definitions, a theoretical overview, and a practical guide to conducting ERP studies. Examples of language studies that use this technique are…
Descriptors: Adults, Children, Clinical Diagnosis, Evaluation Methods
Peer reviewedIsaacson, Stephen – Learning Disability Quarterly, 1989
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…
Descriptors: Elementary Secondary Education, Learning Disabilities, Models, Skill Development
Peer reviewedMcNaughton, David; And Others – Learning Disability Quarterly, 1994
Examination of 27 studies on spelling instruction for students with learning disabilities suggests several activities that may enhance learning, such as limiting number of new words introduced, facilitating student-directed and peer-assisted instruction, providing immediate error correction, and including instruction in morphemic analysis. Future…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Spelling Instruction
Peer reviewedMaheady, Larry; And Others – Learning Disability Quarterly, 1988
The article focuses on the role of peer-mediated instructional approaches in improving the academic and social performance of secondary learning-disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described. (Author/DB)
Descriptors: Academic Achievement, Instructional Effectiveness, Interpersonal Competence, Learning Disabilities
Peer reviewedHarber, Jean R. – Learning Disability Quarterly, 1980
The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)
Descriptors: Cultural Differences, Disability Identification, Evaluation Methods, Language Handicaps
Peer reviewedHanna, Gerald S.; And Others – Learning Disability Quarterly, 1979
The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)
Descriptors: Academic Achievement, Academic Aptitude, Children, Disability Identification
Peer reviewedAdelman, Howard S.; Taylor, Linda – Learning Disability Quarterly, 1979
Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)
Descriptors: Behavior Problems, Disability Identification, Educational Diagnosis, Elementary Secondary Education
Peer reviewedEvans, Larry D. – Learning Disability Quarterly, 1996
This article provides the equations necessary to derive a single composite score based on two achievement scores measuring the same discrepancy area in students with learning disabilities. Also provided are the equations necessary to determine the composite score's reliability and its correlation with an IQ score. (CR)
Descriptors: Achievement Tests, Correlation, Elementary Secondary Education, Equations (Mathematics)
Peer reviewedGerber, Michael M.; Hall, Robert J. – Learning Disability Quarterly, 1989
Development of effective cognitive-behavioral training approaches for students with learning handicaps in academic domains, such as spelling, requires greater concern for teachers' knowledge of the academic domain, as well as their pedagogical expertise in finely and precisely adjusting their instructional use of language to communicate that…
Descriptors: Behavior Modification, Classroom Communication, Cognitive Restructuring, Elementary Secondary Education
Peer reviewedFreund, Judith H.; And Others – Learning Disability Quarterly, 1979
Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)
Descriptors: Biological Influences, Child Development, Cognitive Development, Disability Identification
Peer reviewedReynolds, Cecil R. – Learning Disability Quarterly, 1992
Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…
Descriptors: Ability, Academic Achievement, Age, Clinical Diagnosis
