Guidelines are offered for increasing the motivation of learning disabled adolescents. Suggestions emphasize the importance of age appropriateness, awareness of student interests and attitudes, creativity, and high expectations. (CL)

Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

Literature on metacognition, particularly studies by A. L. Brown and J. H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. Comprehension skills, motivation, and metacognitive skills are interdependent. (Author/CL)

Questions considered include where in the justice system the handicapped youths are, who they are, how prevalent handicapping conditions are among juvenile offenders, how handicapped youth get in trouble with the law, what is being done to educate handicapped youths in the justice system, and what can be done. (DLS)

Learning disabled adolescents can become more responsible for their social and academic performance by learning to monitor themselves. Self-monitoring activities can involve self-assessment, self-recording, and self-reinforcement. Procedures for establishing a self-monitoring approach are discussed. (CL)

Factors related to the assessment of learning disabled adolescents include their failure patterns, curriculum and social demands, and institutional factors. Assessment should focus on cognitive, affective, and institutional aspects. Informal assessment approaches can include interviews, observation, and trial teaching. (CL)

Based on a review of the literature involving group counseling and guidance activities with learning impaired adolescent students, the article focuses on the cooperative assistance that counselors and special education teachers can provide for the learning disabled. (Author)

Research has suggested that career maturity, measured by students' readiness to make sound educational and occupational choices, is deficient in learning disabled students. The Career Development Inventory focuses on five dimensions: career planning, career exploration, decision making, world-of-work information, and knowledge of preferred…

The author's findings about the effects of learning disabilities on adolescents are detailed according to four major areas (sample subtopics in parentheses): academic achievement and ability (low achievement and underachievement); cognitive processing (relationship between motivation and strategy use); setting demands (independent functioning);…

An approach to teaching writing and reading to learning disabled adolescents involves controlling the vowel from the simplist word constructions to the most difficult of orthographic constructions. Teaching strategies are based on a model that views most words as regular (categorical)--some more regular (categorical) than others. (Author)

Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)

Steps in developing career education programs for learning disabled adolescents are described, and components of a successful career education program are outlined. (SW)

The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD)

A free reading program in which learning disabled adolescents select from a variety of high interest-low vocabulary materials can help motivate students to read. Students follow up the reading period by writing in a journal which the teacher reads and responds to. (CL)

The paper describes four approaches to developing self-esteem in learning disabled adolescents--compensatory intervention, vocational-career skills development, basic skills remediation, and peer tutoring. (SW)