The literature on the use of self-monitoring of attention with learning disabled (LD) students is reviewed in terms of models of cognitive behavior modification, methodological concerns limiting the interpretability of self-monitoring research, problems LD students have in selecting what to pay attention to, and implications for instructional…

Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

The article reviews available research findings on the influence of illustrations on the reading performance (i.e., word recognition and reading comprehension) of beginning readers in general and in specific subgroups of beginning readers (e.g., poor achievers, low ability students). (Author)

The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)

Responds to Miguel, Forness, and Kavale, who argued that the social skills deficits typically found in children with learning disabilities are largely due to the comorbidity of learning disabilities with psychiatric disorders such as attention deficit hyperactivity disorder (ADHD) and depressive disorder. This review finds this relationship for LD…

This article reviews research specific to the relationship between learning disabilities and attention deficit disorders. Shared psychosocial and academic characteristics of the two groups are noted, along with the neurological basis of the disorders. Implications for future research on the increased specificity of the association are discussed.…

The paper discusses the implications for research and education of learning disabled students of three models of learning disabilities. The models focus on either: (1) child-centered process problems (attentional deficits), (2) nonspecific performance problems (metacognitive problems), and (3) the interaction between child-centered variables and…

This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…