We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition,…

A systematic literature review was conducted to determine the effects of reading comprehension instruction beyond vocabulary instruction for students with intellectual disabilities. Database and ancestral searches from 2000 to 2018 were conducted to identify experimental and quasi-experimental studies that were published in peer-reviewed journals.…

This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. It describes relevant legislation, including how special education technology is impacted by the No Child Left Behind Act (2001). Included studies focus on research in the core content areas of reading and…

Among guidelines for use of assertive training with mildly handicapped adolescents are the following: all the elements of assertive behavior should be analyzed and taught; classroom strategies should stress a proper sequence of instruction; and specific assertive skills should be taught with ample time being allocated for practice. (SW)

The paper reviews the use of pictorial mnemonic strategies as an instructional tool for nonhandicapped and handicapped learners. Recent research has indicated that mildly handicapped learners can successfully employ fairly complex mnemonic strategies, and mnemonic strategies can be adapted to many different content areas. (Author/CL)

This article reviews the use of time delay, a nearly errorless instructional procedure, with mildly handicapped students. The procedure is outlined and data collection techniques are specified. Considerations for using time delay with learning disabled students such as programing for maintenance and generalization are discussed. (Author/DB)

In response to Derry (EC 233 120), this article considers implications of learning strategy instruction for teachers of special education populations. The paper identifies relatively easy- and relatively difficult-to-train cognitive strategies, and reviews research on mnemonic instruction (complex mnemonic instruction, group-generated mnemonic…

This article reviews social studies instructional approaches for secondary students with mild disabilities, with an emphasis on methods that provide access to the general education curriculum. It highlights research findings on domain-specific instructional approaches for teaching social studies concepts such as historical understanding and…

Based on a review of the instructional effectiveness literature, 10 factors are identified that are essential for achievement by students with mild handicaps. It is concluded that systematic use of an organized instructional cycle characterized by match structure, and monitoring is needed to improve academic outcomes for students with mild…

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)

The article discusses generalization in use of learning strategies with the mildly disabled and presents a generalization model. Major research findings indicate the importance of explicit instruction in generalization, teacher expectation of strategy generalization, and feedback. Seven areas of research needs (such as motivation and metacognition…

The article (1) identifies current problems in instruction of written language (such as insufficient attention to writing); (2) recommends a curriculum model focused on improving fluency, syntax, vocabulary, content, and conventions; and (3) describes effective teaching approaches for the mildly handicapped including student motivation, guided…

The theoretical bases of process-oriented approaches for teaching writing to mildly handicapped students are described. Instructional features of such approaches include opportunities for sustained writing, establishment of a writing community, student selection of topics, modeling of the writing process and strategic thinking, reflective thinking…

This paper discusses the two important domains affecting the success of learning strategy training for students with learning disabilities or other mild handicaps: students' knowledge of critical skills and information potentially related to strategy use, and students' motivation to learn and use the strategy. The paper presents an eight-stage…

This paper discusses research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. (Author/JDD)