The constructivist educational theory of instructional scaffolding, where a teacher provides support to students on an as-needed basis and decreases support as the student's competence grows, is evaluated. Scaffolding is seen as being only one part of effective instruction for students with learning or other disabilities. Limitations to the…

Thirty studies that examined mathematics strategies for use with learning-disabled students are reviewed. The studies evaluated reinforcement and goal setting on seat work performance, specific strategies for computation and problem solving, mnemonic strategies, peer mediation, and computer-assisted instruction. Virtually all instructional…

Based on a systematic search of literature published from 1988 to 1995, 20 math interventions for secondary students with learning disabilities were identified and analyzed. Effective methods include teacher-directed instruction, instructional design curriculum variables, three-term contingency trials, strategy instruction, self-monitoring…

The use of constructivism in mathematics instruction for regular and special education students, including those with learning disabilities, is explored. Issues addressed include the explicit-to-implicit continuum of constructivism, perceptions of constructivism relating to teachers and students, the setting demands of a constructivistic learning…

The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

This article on curriculum and instructional issues in teaching secondary students with learning disabilities discusses the impact of traditional secondary school programs on these students; promising research examining alternative program models and instructional interventions (including the Strategies Intervention Model, Integrated Strategy…

This paper reviews research involving the use of visual depictions such as webs, matrices, timelines, networks, and charts of relationships to teach content information to students with learning disabilities. As an adjunct to lecture-discussion instruction, these enhancements have been shown to result in greater student learning of content…

This paper provides an historical overview of the foreign language learning difficulties of students with learning disabilities; describes a language-based assessment model for diagnosing foreign language learning problems; and discusses the role of diagnosticians, counselors, and academic service providers in the identification, accommodation,…

This article reviews 17 spelling intervention studies for students with learning disabilities and provides implications for improved spelling instruction in the areas of error imitation and modeling, unit size, modality, computer-assisted instruction, peer tutoring, and study techniques. (Author/JDD)

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the…

In this interview, two collaborators in research on teaching foreign languages to learning-disabled students are questioned regarding specific foreign language learning disabilities, possible subtypes, diagnosis, policies of colleges regarding students unable to meet foreign language requirements, and recent research in the field. (PB)

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)

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…

Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…

Interactive Semantic Mapping is presented as an interactive instructional strategy developed from multiple theoretical bases to aid reading comprehension in students with learning disabilities. It involves students in predicting relationships among concepts and sharing knowledge to facilitate comprehension of text-related concepts. This article…