Recent studies have indicated that digital platforms cannot amalgamate learning solutions for students with learning disabilities. In this paper, we provide a comprehensive overview of the literature on the topic and methods to elaborate on earlier studies on learning disabilities. These findings can help new researchers develop effective…

This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive…

There is a dearth of studies that explore how students with learning disability (LD) cope in school. The purpose of this article, therefore, is to answer this question by reviewing relevant research from a self-determination theoretical frame. Available evidence indicates that students with LD mostly cope more poorly than their peers without…

We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories:…

Research indicates that students with learning disabilities may experience significant difficulty with taking notes during teacher lectures. Approaches for helping students include task accommodations (such as taping the lectures or purchasing notes) and notetaking skill/strategy instruction (such as paraphrasing, outlining, using abbreviations,…

This research review identifies similarities in skill acquisition across the domains of reading and math disabilities, specifically addressing the sequence of skill development and the theoretical question of whether the disabilities reflect delays or deficits in cognitive development. The paper discusses the nature of differences between learners…

This paper discusses developmental research on children's beliefs about listening and offers some recommendations for enhancing listening competencies, especially of learning-disabled children. Recommendations include integrating instruction about listening with efforts to promote reading and other subjects, and asking children to detect errors in…

Many learning-disabled students experience social skill problems which call for training to promote success in school, work, and social settings. Social skill problems fall into three categories: skill deficits, performance deficits, and behavioral excesses. Interventions generally focus on increasing the individual's repertoire of skills, using…

The literature on notetaking is reviewed, including theoretical perspectives and listener- and lecturer-controlled variables influencing both the encoding function and storage functions of notetaking. Findings are applied to training secondary and postsecondary students with learning disabilities in notetaking skills. (DB)

Reading and writing assessment which focuses on fragmented, isolated skills provides little information about how children actually read and write. An holistic alternative, the systematic observation of children's reading and writing behavior as they occur in natural settings, is discussed. (Author/CB)

Attentional skills (distractibility, attention span, goal directedness) are crucial in promoting or hindering progression through curricular targets, yet these strands are not included in "5-14" (national curriculum) guidelines. Proposes an additional 5-14 learning outcome with its associated strands and targets to encourage growth of…

This review evaluates research on the Strategies Intervention Model (SIM) developed at the Institute for Research in Learning Disabilities, University of Kansas. The model is designed to teach learning-disabled and low-achieving adolescents strategies which will enable them to learn and perform independently, show appropriate social and personal…

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…

Areas of social behavior are reviewed in terms of the increasing emphasis on mainstreaming and normalization for children with special needs and the resulting concerns of psychologists and educators with the social interaction difficulties of learning disabled children. These areas of social behavior that contribute to a child's peer interactions…

Recent cognitive analyses of the reading process indicate that learning disabled children with word decoding problems will be limited in the development of higher level reading comprehension skills. Microcomputer technology affords the repetitive word recognition practice necessary for successful decoding. (JC)