Four studies, involving 8 learning-disabled (LD) children with extreme memory difficulties, 8 LD children with average short-term memory skills, and 8 average children (ages 9-11), found that LD children have difficulties recalling both item and order information. These difficulties appear to be related to inefficiencies in phonological coding…

This study of children ages 6-8 found that the rhyming ability of normally achieving students (n=33) and students (n=33) with learning disabilities (LD) was much higher than that of students (n=33) with mild mental retardation (MMR). Most of the LD children could and most of the MMR students could not generate rhymes. (Author/JDD)

Thirty students with learning disabilities (LDs) performed less competently on five information-processing steps than did average-achieving students. Compared to average and low achieving students, LD subjects exhibited a unique problem in the encoding of social information and in their tendency to select incompetent self-generated solutions to…

One hundred students (ages 6-8) described similarities and differences among exemplars of different categories, identified the categories, and named the exemplars. Large performance differences were found between normally achieving and mildly retarded groups and between mildly retarded and learning-disabled groups, with small performance…

This tribute to Samuel Kirk, an early leader in the field of learning disabilities, focuses on his conceptualization of the diagnostic-prescriptive approach and his work on cognitive processing and intra-individual differences. His work is seen as leading to the recognition of the importance of early intervention, the role of process training, and…

Sixty elementary students with learning disabilities were interviewed about parallel domains of uncontested and contested knowledge on the topic of space, including questions of morality and questions of empirical law. Students clearly distinguished between uncontested and contested knowledge, suggesting that they are capable of working with…

Evaluation of the relationship between metacognition and analogical reasoning in 80 children (mildly retarded, learning disabled, normal achieving, and gifted) suggests that retarded children's performance reflected a central processing deficiency across processes, learning-disabled children's performance reflected specific processing…

This article describes the Cognitive Strategy in Writing program (originally intended for elementary-age students), and adaptation and application of the social constructivist approach with seven junior high and high school students with learning disabilities. Pretest-posttest assessment indicated dramatic improvements in overall quality and…

Junior high school students (n=72) with learning disabilities received direct instruction in cognitive strategies, instruction in metacognitive activities, or both. Students improved in mathematical word problem performance and compared well with normally achieving peers. Discussion focuses on the treatment effects and maintenance and the issue of…

Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)

Reviews recent applied instructional research for students with learning disabilities for the purpose of providing educators and counselors with the background and logic behind the development of current instructional practices. Topics include procedural prompts, scaffolds, cognitive strategies, story grammar, think sheets, anchored instruction,…

This article describes the Mathematical Problem Solving Assessment-Short Form, an evaluation tool to assess various affective factors, cognitive and metacognitive factors, and strategies associated with mathematical problem solving of middle school students. The theoretical basis for the test is discussed and an actual student protocol is used to…