Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)

The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have…

Synthesizes findings from 36 studies that validated the Dunn and Dunn Model of Learning-Style Preferences. Questions are raised regarding the validity of the model, the nature of the literature base, the interpretation of the meta-analytic findings, and the conclusions. The article concludes that the model has not been adequately validated.…

This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

A special education teacher and a reading specialist who team taught fourth-grade students with learning disabilities were observed to determine the ways in which the teachers' beliefs and practices influenced their decisions about strategy instruction. The effects of strategy instruction on their reading and writing workshops are examined. (CR)

This study with 56 learning-disabled adolescents found that intensive generalization training specific to the development of complex mnemonic strategies was demonstrably more effective in recall at 1-day and 2-week intervals than a rehearsal condition. No added advantage was gained by adding attribution training to the mnemonic generalization…

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…

Two experiments with 89 fifth-grade and 166 intermediate-grade students with learning problems found that specific strategy training improved fifth graders' level of knowledge and performance on a categorical memory test, and metamemory and metacognitive reading training improved metacognitive knowledge and academic achievement of the learning…

This study compared attitudes of college students with (n=60) and without (n=144) specific learning disabilities toward studying a foreign language. Findings suggested that foreign language learning difficulties of learning-disabled students are not related to lack of motivation or anxiety but to the oral and written language problems of these…

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students…

This study of 40 junior high school students with learning disabilities and 20 control students found that significant intergroup differences in the quality of narrative compositions were not evident when students were allocated time for planning and were given "Create a Story" cues. (Author/JDD)

Evaluation of the relationship between metacognition and analogical reasoning in 80 children (mildly retarded, learning disabled, normal achieving, and gifted) suggests that retarded children's performance reflected a central processing deficiency across processes, learning-disabled children's performance reflected specific processing…

This study, involving 40 students (grades 2-8) with learning disabilities, found that students who participated in curriculum-based measurement test-taking strategy training scored higher on a posttreatment computation test than students without the strategy training. Use of a goal strategy did not result in any achievement differences.…

Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…