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| Topics in Language Disorders | 6 |
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| Denner, Peter R. | 1 |
| Deshler, Donald D. | 1 |
| Ehri, Linnea C. | 1 |
| Gillam, Ronald B. | 1 |
| Graham, Steve | 1 |
| Harris, Karen R. | 1 |
| Pehrsson, Robert S. | 1 |
| Schumaker, Jean B. | 1 |
| Wiig, Elisabeth | 1 |
| Wynn-Dancy, M. Lorraine | 1 |
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| Journal Articles | 6 |
| Information Analyses | 4 |
| Guides - Non-Classroom | 2 |
| Guides - Classroom - Teacher | 1 |
| Reports - Descriptive | 1 |
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| Practitioners | 2 |
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Peer reviewedSchumaker, Jean B.; Deshler, Donald D. – Topics in Language Disorders, 1984
Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…
Descriptors: Learning Disabilities, Learning Strategies, Mainstreaming, Postsecondary Education
Peer reviewedWiig, Elisabeth – Topics in Language Disorders, 1984
Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…
Descriptors: Intervention, Language Acquisition, Language Handicaps, Learning Disabilities
Peer reviewedGraham, Steve; Harris, Karen R. – Topics in Language Disorders, 1987
Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Strategies, Metacognition
Peer reviewedWynn-Dancy, M. Lorraine; Gillam, Ronald B. – Topics in Language Disorders, 1997
Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)
Descriptors: Language Impairments, Learning Disabilities, Learning Strategies, Long Term Memory
Peer reviewedEhri, Linnea C. – Topics in Language Disorders, 2000
This article discusses similarities and differences between learning to read and spell words. While the processes are closely related and correlations between reading and spelling are high, the amount of information to be drawn from memory is greater for spellers who must produce multiple letters correctly sequenced than for readers. (Contains…
Descriptors: Child Development, Elementary Secondary Education, Language Impairments, Learning Disabilities
Peer reviewedPehrsson, Robert S.; Denner, Peter R. – Topics in Language Disorders, 1988
Teaching organizational strategies to language-disordered children can improve comprehension and formulation of written language. The semantic organizer approach involves activating and organizing prior knowledge, understanding text structure, and developing organizational strategies with both a verbal component and a graphic-structure component.…
Descriptors: Discourse Analysis, Language Processing, Learning Disabilities, Learning Strategies
