Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective…

We review domain-specific teaching approaches for students with learning disabilities in social studies, then present De La Paz's 2005 historical reasoning strategy so that readers understand the rationale for and have information on each stage of instruction. Next, we highlight the role of self-regulation for the reasoning process. We then turn…

Teacher knowledge and instructional expertise have been found in correlational and pre- and post-test studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire…

Although more students with learning disabilities (LD) are enrolling in Australian universities, their learning needs are not well understood. This article reports on the experiences of students with LD who are encouraged to enter the academy by Australian university policies and government legislation but, once there, find that the promise of…

This article advocates an approach to supporting students who experience difficulties in learning, irrespective of nosology, particularly in the key areas of literacy and numeracy. In the state of Queensland, Australia, a distinction has been made between students' experiencing learning difficulties and those who have learning disabilities (LD).…

The article reviews research on the use of multiple oral rereading (MOR) with reading disabled students. MOR uses daily practice on a selection of little difficulty. Its effectiveness in increasing fluency (accuracy and speed) is examined, and the role of redundancy in three types of reading models is analyzed. (CL)

The Glass-Analysis Method focuses the learner's attention on a stimulus: distinctive clusters of graphic features related to particular sounds. The end result is perceptual learning, an increase of visual and auditory memory through association of redundant letter clusters of sounds-symbols. (Author)

The article suggests that work with fractions deals with fundamental computation deficiencies and maintenance of interest of beginning secondary learning disabled students. Offered are 10 sequences and strategies for teaching fractions, remediation guidelines, as well as comments on drill sheets and daily scheduling. (Author/MC)

Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese…

Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…

The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program for children with developmental reading disabilities. The goals, theoretical principles, and applied activities of the RAVE-O curriculum…

This paper describes how meaning potentials were constructed in the literacy event known as Morning Message, an activity in which a 4th grade teacher and students jointly constructed a written text around the experiences of one student. Emphasis is on how meaning was orchestrated and scaffolded by the teacher's conversational moves and on how…

In this paper I comment on recent recommendations that students' responsiveness to instruction (RTI) provides a basis for identification of students as learning disabled. I repeat an earlier argument (Gerber & Semmel, 1985) that teachers embedded in schools are naturally variable in their capacity to respond to differences in students' response to…

A model of the teaching-learning process to promote learning disabled students' mastery of basic academic skills is presented. The model considered psychological and social conditions of learning and reflects classroom environmental complexity. The central tenet of the model is that learning is a direct result of students' activities and pursuits.…

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…