To help educators understand the cognitive and behavioral sequelae of cerebral injury, the neuropathology of traumatic brain injury and the main neuropathological features resulting from trauma-related brain damage are reviewed. A glossary with definitions of 37 neurological terms is appended. (Author/DB)

The role of visual imagery is explored as an information processing strategy, and its relationship is counterpointed to the linguistic system. The importance of visual imagery as a diagnostic and therapeutic tool to aid both visual and nonvisual performance and learning problems is discussed. (Author)

The article reports on the discussion approach for determining the learning disabled student's reasoning in response to a diagnostic test. (PHR)

The literature on metacognition and students having learning problems is reviewed. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance are reported. The roles of the teacher and learner in acquiring and controlling the targeted cognitive…

This article introduces a series of papers on cognitive process-based instruction for students with learning disabilities. Cognitive process-based instruction is defined and differentiated from the process training advocated by S. Kirk in the 1970s. The method's basis of sound theory and academic tasks is stressed. (DB)

This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…

A review of relevant cognitive research in mathematics is presented and applied to instructional practice with students with learning disabilities. The review focuses on the role of three principles of curriculum development in facilitating procedural competence in mathematics: the nature of examples, explicitness, and parsimony. (Author/JDD)

The aptitude treatment interaction hypothesis of Kaufman and Kaufman was investigated by examining the effects of matching teaching strategies with cognitive processing strength to increase disabled readers' (N=57) word recognition skills. Although results indicated a pattern supporting the predicted aptitude-treatment interaction, differences…

Recent research in mathematics instruction underscores the importance of problem solving and higher-level thinking. This article presents four themes in instruction for students with learning disabilities: (1) provide a broad, balanced mathematics curriculum; (2) engage students in meaningful problem tasks; (3) accommodate diverse learning styles;…

This article reviews the research on components of problem solving including two mechanisms for fostering transfer of problem-solving strategies, low-road transfer and high-road transfer, and two types of content (domain specific and higher order thinking). Exploratory research on low-road transfer of higher-order thinking is summarized.…

This article examines and illustrates four assumptions of the sociocultural perspective for writing instruction of students with learning disabilities: writing is a holistic cognitive activity; cognitive processes are learned in dialogic interactions with others; cognitive development occurs in students' zones of proximal development; and…

Reactions to H. Lee Swanson's paper "Toward a Metatheory of Learning Disabilities" are outlined, and his arguments are applied to reading disabilities, focusing on the importance of the scientific attitude, the misuse of ecological validity, interpretation of Thomas Kuhn's work, modularity and reading disability, and scientific progress…

This article reviews the effects of human immunodeficiency virus (HIV) on the central nervous system and the educational implications of increasing numbers of students with perinatal HIV infection and pediatric acquired immunodeficiency syndrome (AIDS). Studies on the relationship between HIV and child development are urged. (Author/DB)

This response to Englert's article (EC 602 935) on sociocultural factors in teaching writing to students with learning disabilities addresses the application of social constructivist theory. It notes that the success of the Cognitive Strategy Instruction in Writing program may be not only attributable to its holistic social emphasis but also to…

This review of 28 studies involving children with attention deficit-hyperactivity disorder concludes that there is little empirical support for cognitive training's clinical utility. The paper discusses cognitive training's efficacy as a single intervention and as an adjunct to stimulant treatment, and its impact on cognitive, academic, and…