The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124…

Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning,…

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability…

This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48).…

This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on…

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. I argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time. Many fundamental issues related to RTI…

Analyzes how cognitive psychology defines and treats dyslexia. Shows how behaviorism and connectionism can function as supplements in areas in which cognitive psychology has displayed weaknesses and limitations. Characteristics of cognitive psychology, cognitive treatment, and behavioristic and connectionistic treatment are discussed. (CR)

This brief introduction to E. Jan Kappers' article "Outpatient Treatment of Dyslexia through Stimulation of the Cerebral Hemispheres" reviews the lifetime work of Kappers in the field of dyslexia. (CR)

To extend the applicability of intervention within the successive simultaneous processing model (which involves constant verbalization of actions), 68 fourth grade Canadian children were tested and divided into four groups: below average experimental, below average control, average control, average experimental. (Author/SBH)

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…

Integrated treatment methods of neuropsychological and cognitive origin were evaluated with 80 Dutch children (ages 6-15) with severe dyslexia. Treatment with flash cards, which exercised automatic letter-sound conversions, had a robust and slight effect in preclinical and clinical phases respectively, whereas hemisphere stimulation produced…

Reviews the methods, technologies, and operating tenets of case studies of reading disabilities completed during the late 19th and early 20th centuries. Results suggest that the assumptions of anatomical and functional modularity for cortical processes become guiding principles for diagnosing and correcting reading difficulties. (Author/CR)

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…