The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

Research relevant to improving instruction for learning disabled students with mathematical problem solving deficits is reviewed. Using a cognitive-metacognitive framework, techniques for teaching both specific and comprehensive mathematical problem solving strategies as well as techniques to enhance strategy generalization are presented.…

The effectiveness of a mnemonic study strategy, the keyword method, was applied with 10 learning-disabled middle school students studying a science chapter on rocks and minerals. Posttests after the four-day implementation indicated mixed results with some content acquisition but a need for further instruction in strategy utilization. (DB)

The study examined the usefulness of the "Reading Miscue Inventory" to develop a remedial reading program with a Hispanic learning disabled 7-year-old male. The inventory aided in examination of the child's reading strategies leading to the selection of appropriate remedial reading activities. (DB)

The effect of graphic organizers on 14 learning-disabled students' (grades 5 and 6) recall of science content was compared with that of students taught identical content without the graphic organizer condition. Evaluation two weeks later found no statistically significant differences between the groups on production or choice response tasks. (DB)

Collateral teaching offers an alternative to using commercially prepared social skills programs for learning-disabled students, by enabling teachers to instruct social skills that are required of their students as opportunities arise in normal contexts. Strategies for instructing social skills include coaching, modeling, reinforcement, cognitive…

A semantic mapping heuristic is presented which provides an instructional strategy for teaching notetaking, recognizing main ideas and pertinent details, and sorting and organizing them into a report. The strategy enables learning-disabled students to read independently about a topic and subsequently write a report, thus establishing a…

Cognitive strategy training is recommended for parents in helping a learning-disabled child function more effectively in day-to-day tasks and familial relationships. This paper considers families from a deficit and transactional perspective, explores the nature of coping and intervention strategies, and outlines the advantages of cognitive…

A need exists for appropriate curricula for students who are both limited English proficient (LEP) and learning disabled (LD). This paper reviews learning strategy approaches for LEP and LD students, compares two models (the Cognitive Academic Language Learning Approach and the Strategies Intervention Model), and proposes a merging of the two…