Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at…

A Type I incidental learning paradigm was used to examine the manner in which 20 learning disabled (LD) and 20 non-LD children (9 to 11 years old) responded to systematic variations in the semantic elements of words. (Author/SW)

Fifty intermediate level learning disabilities students participated in the Purdue Creative Thinking Program. Ss in the LD experimental group made significantly greater scores than LD control Ss in divergent thinking as measured by the verbal and figural subtests of the Torrance Tests of Creative Thinking. (Author/CL)

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

Learning disabled students were taught to use the LOGO computer graphics language in an integrated fourth- and fifth-grade setting. Instructional strategies (such as providing many reviews) along with the intrinsically motivating nature of LOGO were thought to be responsible for the success. (CL)

Syntax in the written expression of five normal and five learning disabled (LD) fourth graders was assessed. The syntax of the LD group was found to be significantly deficient when compared to that of the normal group. (Author)

Microanalysis of problem-solving activities of 10 learning-disabled and 10 normally achieving children (ages 10-12) found that, although normally achieving subjects reached more sophisticated levels of strategy use, there was no evidence that the learning-disabled subjects were inactive, passive, or maladaptive in their problem-solving attempts.…

Relationships among knowledge, perception, and assertive behavior were examined in 32 learning-disabled boys (9-12 years old) . Analysis of data from self-report, role playing, and teaching ratings revealed no significant interrelationships among the three components of social competence, though assertive behavior was more highly valued than…

Sixteen "helpless" learning disabled students (grades four to five) assigned to an attribution training group demonstrated greater reading persistence and showed significant increases in effort attributions for failure as well as more internal attributions for achievement situations when compared to Ss in the control group. Treatment gains for…

Effects of creativity instruction on creative writing of 49 learning disabled intermediate students were examined. Analysis of Torrance Tests of Creative Thinking scores revealed that Ss in the experimental group made significantly greater scores than a control group on the creative thinking variables on the verbal (written expression) subtests.…

This study examined the conversational engagement techniques employed by children with and without learning disabilities in dyadic interactions. Analysis indicated that the 60 learning-disabled subjects (9-13 years old) employed engagement-related techniques as sophisticated as those of their nondisabled peers, though they did so less consistently…

Longitudinal data on 515 fifth graders, including 51 with learning disabilities (LD), were examined for correlations between learning disabilities and juvenile delinquency. Self-report data on delinquent activity and court records were examined seven years later. LD status did not account for a significant portion of unique variance in the…

The study investigated the hypothesis that differences in performance between 19 poor and 19 good readers in the fourth grade on a rote memory task could be eliminated if both groups were induced to process the material to be remembered in the same manner. (Author/SBH)

The study validated a method of identifying children (in grades four-six) with specific reading disabilities by identifying discrepancies between their reading and listening comprehension abilities. The test requires children to listen to or read alternate sentences. The method may be more appropriate than measures which examine discrepancies…

Spelling performance by learning-disabled sixth-grade students (n=21) was compared with that of age-matched normally achieving students and younger, normally achieving students. Learning-disabled students scored significantly lower on all tasks. Results indicated differences in mastery of the past tense spelling rule "-ed," and in some subskills…