We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants…

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a…

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…

This study examined ADHD symptomatology and college adjustment in 420 participants--147 from the United States and 273 from China. It was hypothesized that higher levels of ADHD symptoms in general and the inattentive symptom group in particular would be related to decreased academic and social adjustment, career decision-making self-efficacy, and…

Results indicated that normally achieving children were more aware of passage organization than learning disabled elementary children. However, both groups focused on dimensions such as sentence length, decoding and vocabulary difficulty and informational load, rather than passage organization as determinants of task difficulty. (Author/CL)

The article analyzes the stages of study in terms of skills needed at each phase. Specific ways to modify instructional activities and to develop study procedures in learning disabled students are presented. (Author/DB)

The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the LD students performed significantly lower on all variables. (Author/DB)

Results suggested that: many young school failures are inefficient or poor task planners and organizers; that this characteristic may be related to lagging or deficient language skills rather than spatial organizing skills; and that failure may result from specific cognitive deficiencies and/or failure to effectively organize available cognitive…

In three experiments on auditory free recall of words, involving 10 learning disabled (LD) and 10 nondisabled (ND) elementary students, the ND recalled more low and high cognitive effort words than LD students. Supports the hypothesis that ND and LD readers differ in processing capacity; however, cognitive effort improves results. (Authors)

The study investigated organized strategies and self-checking behaviors in selecting retrieval cues in gifted, normal achieving, and learning disabled (LD) children (grades 5 through 7). The results indicated that, compared to the others, LD children lacked self-checking skills. (Author/SB)

The study investigated coping strategies of 25 learning disabled university students who were not receiving special services. Testing indicated persistent visual and auditory processing deficits and academic skill deficits. Coping strategies used to compensate for deficiencies included carefully managing their time, purchasing previously…

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

The dean of students, academic advisors, classroom instructors and professors, the chairman of the special education department, and possibly the campus reading center or reading clinic all should be considered as primary resources and support systems to learning disabled college-bound students. (Author)

Results of 3 experiments indicated that graphic organizers, whether teacher directed, student directed with text references, or student directed with clues, produced significantly higher performance than self-study for students (grades 7 and 10) either with learning disabilities (N=12), in remedial classes (N=9), or in regular education (N=389).…

The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)