Students with learning disabilities identify teachers' understanding of them as learners as crucial for their empowerment and success in school. This study provides insight into how the analysis of students' academic and social situational tendencies can provide teachers with better understanding of their students' educational experiences and lead…

Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor…

The paper describes procedures designed to increase active academic responding in reading by intermediate level learning disabled students in an inner city school. The study investigated a home tutoring program applied by parents and teachers. The program increased the amount of reading time for selected students while providing parents with a…

Studied the effects of training in learning style preferences on the ability of tutors to select appropriate learning strategies for student with disabilities. Findings for 68 tutors show that tutors were more successful in creating individualized strategy plans for students after training with the learning style chart. (SLD)

Concludes that highly motivated learning disabled elementary students may be trained to perform basic library media skills and impart them to younger students. This study presents the methodology, data analysis, and training program used with a group of 24 students at an Illinois elementary school. (RAA)

Two experiments compared cross-age and peer tutoring interventions within special education settings. In experiment 1, 47 elementary age learning and/or behaviorally disordered (LD/BD) students acted as tutors of younger LD and BD students. In experiment 2, 31 same-age LD and BD students alternated tutor and tutee roles. In both experiments,…

A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area…

Students with learning disabilities (SLD) have been attending college at an ever-increasing rate. Although federal regulations opened higher education to college SLD, enrolled students often found that accommodations represented a small proportion of their service needs. Based upon extensive literature review, investigation of current delivery…

Conducted survey of state universities (N=13) offering comprehensive services for learning-disabled college students to determine learning disability program characteristics. Found most institutions offered basic support services but of varying quality. Found respondent inconsistencies in identification, assessment, and diagnosis of learning…

Two studies were conducted to determine the efficacy of an after-school tutoring program. Results indicated that at-risk junior high students and students with learning disabilities (n=14) who were failing classes could earn average or better grades on quizzes and tests if they had the support of trained adult tutors. (Contains references.)…

Compared cross-age and peer tutoring interventions conducted within special education settings. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students tutored younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited…

This paper describes research evaluating one intervention model designed to promote self-regulated learning by postsecondary students with learning disabilities, the Strategic Content Learning (SCL) approach. SCL aims to teach students to engage recursively in the full set of activities central to self-regulation by providing calibrated…

The Northwest Special Education (NWSE) program model was designed to identify and provide analysis of academic and behavioral characteristics of rural area learning disabled students to facilitate prescriptive planning to be carried out through tutorial activities. Formal assessment procedures were carried out by the consultant while informal…

Nineteen children, aged 7 through 17, were pretested, individually tutored in reading for 12 weeks, and posttested in a study to examine the effect of an individualized reading tutorial program on the locus of control and locus of evaluation of children with reading disabilities. A reliable, valid measure of locus of control and locus of…

Sixteen students with learning disabilities or at risk of failure in foreign language study participated in a peer tutoring program with Spanish vocabulary. The classwide reciprocal peer tutoring system was found to be a feasible component of foreign language instruction, as high levels of Spanish words were learned and maintained, and incidental…