Regrouping Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC-III Bannatyne patterns by comparing 1,302 children…

Examines the content and instructional plans for phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included on other aspects of reading instruction that are central to accessible classroom programs. (Author/CR)

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning…

This article compares four theories relating vocabulary knowledge to reading comprehension and applies these theories to vocabulary development instructional approaches for various types of students with problems in reading comprehension. The four theories are the instrumentalist hypothesis, the aptitude hypothesis, the access hypothesis, and the…

The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

This study reviews research indicating that specific instruction in reading comprehension strategies is effective in improving comprehension for students, including those with learning disabilities. The reading strategies of highly competent readers are identified, and effective application of transactional strategies instruction with weak…

A study examined the academic progress of students with (n=25) and without (n=89) learning disabilities placed full-time in general-education classes in grades 3-6. Most students with learning disabilities made considerable gains over the school year, others showed no improvement. Students who were poor readers made no progress. (Author/CR)

The purpose of this article is to describe features of interventions that are empirically validated for use with first-grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral…

The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…

This study evaluated the transfer of decoding skills from a code-emphasis program that used a controlled text to a literature-based basal reading series consistent with the whole language approach. Participants were 11 elementary students with learning disabilities who received reading instruction in a resource program. Results found students…

The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…

Evaluation for acceptability and utility of 5 common reading methods and materials by 32 middle school students with learning disabilities found the basal reader approach preferred over the other methods (language experience, direct instruction, multisensory, and neurological impress) which were all rated equally. (Author/DB)

Two self-administered, self-scored, and self-interpreted career interest inventories used by adolescents and adults are described, the Self-Directed Search and its Form Easy, an adaptation for poor readers. The paper discusses test components, subtests, and theory; gender issues; interpretation; appropriateness; coding discrepancies; and…

This study investigated the effectiveness of Project RIME, a project designed to support teachers in integrating more explicit instruction for children at-risk for reading failure into their curricula. Although the 11 teachers became more positive and knowledgeable toward using explicit instruction, their orientation toward implicit and…