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Peer reviewedBlau, Harold; Loveless, Eugene J. – Journal of Learning Disabilities, 1982
A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)
Descriptors: Dyslexia, Elementary Secondary Education, Remedial Instruction, Spelling Instruction
Peer reviewedSimmons, Deborah C. – Journal of Learning Disabilities, 1992
This response to Bashir and Scavuzzo (EC 602 669) suggests that their view that dyslexia is a chronic, pervasive condition is too limiting. An alternative view of dyslexia as an acute, interactive condition is proposed, and related implications for instructional curricula and reading achievement are offered. (Author/ DB)
Descriptors: Dyslexia, Elementary Secondary Education, Etiology, Interaction
Peer reviewedOwen, Jayne A.; And Others – Journal of Learning Disabilities, 1976
Described is a method of individual diagnosis and remediation of learning disabled children through the use of the method of equivalence which allows the precise specification of the nature of the educational handicap and suggests remediation approaches. (DB)
Descriptors: Diagnostic Teaching, Elementary Secondary Education, Evaluation Methods, Individualized Instruction
Peer reviewedGerard, Joyce A.; Junkala, John – Journal of Learning Disabilities, 1980
A study involving 190 learning disabled (LD) children (ages 7 to 13 years) and 38 of their teachers was conducted (1) to demonstrate that product and process teaching are complementary strategies, (2) to illustrate a framework that assists teachers in determining if the process components of a task are related to pupil failure, and (3) to validate…
Descriptors: Children, Diagnostic Teaching, Elementary Education, Exceptional Child Research
Peer reviewedHorton, Steven V.; And Others – Journal of Learning Disabilities, 1991
This study examined the effectiveness of matching 82 secondary students (learning disabled, remedial, and nondisabled) to differential levels of study guides. The study evaluated two treatment conditions (multilevel study guides containing different levels of referential cues, and single-level study guides without referential cues), used in…
Descriptors: Classification, Difficulty Level, Independent Study, Learning Disabilities
Peer reviewedHiggins, Kyle; Boone, Randall – Journal of Learning Disabilities, 1990
Two studies were conducted to design and field-test hypertext computer study guides with 40 ninth grade students (10 with learning disabilities, 15 remedial, and 15 regular education). Findings indicated the computer study guide treatment was as effective as the lecture method; posttest scores and retention test scores were higher for the computer…
Descriptors: Computer Assisted Instruction, High Schools, History Instruction, Hypermedia
Peer reviewedMateer, Catherine A.; And Others – Journal of Learning Disabilities, 1996
Disorders of attention, memory, and executive function are common sequelae of traumatic brain injuries in children. Intervention usually involves externally focused interventions aimed at changing the environment to minimize the dysfunction; internally focused interventions aimed at improving the underlying cognitive ability; or compensatory…
Descriptors: Adaptive Behavior (of Disabled), Attention Control, Cognitive Ability, Diagnostic Teaching
