Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

Thirty-two learning disabled and 32 average elementary students, matched by grade, read under three conditions: classroom group, individual, and individual restatement condition, requiring subjects to summarize contents during passage reading. Overall results of comprehension tests failed to confirm predicted differential effects of conditions on…

In response to a previous critique of her paper on self-monitoring of attention with learning disabled students, the author stresses the importance of effective curricula as a prerequisite to instruction in metacognitive strategies so that students know what to pay attention to. (Author/DB)

The literature on the use of self-monitoring of attention with learning disabled (LD) students is reviewed in terms of models of cognitive behavior modification, methodological concerns limiting the interpretability of self-monitoring research, problems LD students have in selecting what to pay attention to, and implications for instructional…

In response to a previous critique of their research on self-monitoring of attention with learning disabled students, the authors focus on such aspects as the theoretical conceptualizations of attention, the issue of improving attentional versus academic behavior, and the type of student for whom self-monitoring of attention is appropriate.…

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)

The effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity of elementary school learning disabled students (9-10 years old). Self- recording appears to be a more effective procedure than self-assessment for increasing attention to task. (Author/SEW)

Two studies, each involving four intermediate grade students with learning disabilities, examined the differential effects of attention monitoring and performance monitoring on spelling study behaviors and story writing behaviors. Both interventions had a positive impact; neither was clearly or consistently superior to the other. (Author/JDD)