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Hagin, Rosa A. – Journal of Learning Disabilities, 1983
The article proposes a simplified handwriting method for learning disabled children having difficulty with conventional cursive writing. The approach is based on the vertical downstroke rather than the diagonal slant and emphasizes the natural connection between manuscript letters. (Author/CL)
Descriptors: Elementary Education, Handwriting Instruction, Learning Disabilities, Teaching Methods

Lovitt, Thomas C.; DeMier, Dolores Michele – Journal of Learning Disabilities, 1984
Seven learning disabled children (six-nine years old) participated in classes featuring Slingerland (group multisensory activities) or Sullivan (individualized traditional) reading approaches. Both groups evidenced nearly equal improvement in differing areas. Possible reasons contributing to the appeal of the Slingerland approach are noted. (CL)
Descriptors: Elementary Education, Learning Disabilities, Multisensory Learning, Reading Instruction

Giordano, Gerard – Journal of Learning Disabilities, 1980
The use of instructional expedients, practices (such as grading) that are distinct from learning objectives but help to implement those objectives, is discussed, particularly as it relates to language instruction. (SBH)
Descriptors: Elementary Education, English Instruction, Incentives, Learning Disabilities

Giordano, Gerald – Journal of Learning Disabilities, 1984
Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…
Descriptors: Elementary Education, Error Analysis (Language), Learning Disabilities, Reprography

Maier, Arlee S. – Journal of Learning Disabilities, 1980
The effect of focused or preorganized instruction on the mental operations of 64 learning disabled (LD) children (8 to 12 years old) was examined. Results indicated focused instruction had a positive effect on cognitive functioning. (Author)
Descriptors: Cognitive Processes, Elementary Education, Exceptional Child Research, Learning Disabilities

Fishbein, Harold D. – Journal of Learning Disabilities, 1979
Fifty-one learning disabled elementary students received reading instruction with a braille phonics approach. (CL)
Descriptors: Braille, Elementary Education, Exceptional Child Research, Learning Disabilities

Mariage, Troy V. – Journal of Learning Disabilities, 2001
This paper describes how meaning potentials were constructed in the literacy event known as Morning Message, an activity in which a 4th grade teacher and students jointly constructed a written text around the experiences of one student. Emphasis is on how meaning was orchestrated and scaffolded by the teacher's conversational moves and on how…
Descriptors: Classroom Techniques, Elementary Education, Learning Activities, Scaffolding (Teaching Technique)

Knaus, William; McKeever, Cynthia – Journal of Learning Disabilities, 1977
Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)
Descriptors: Elementary Education, Emotional Adjustment, Intervention, Learning Disabilities

Maginnis, George H. – Journal of Learning Disabilities, 1986
The use of a nonvisual tactual and auditory tutorial method to teach initial reading skills to 16 reading disabled children (ages 7 to 14) was evaluated. The method was shown to be less effective than sighted methods. (DB)
Descriptors: Auditory Perception, Elementary Education, Reading Difficulties, Remedial Reading

Troia, Gary A.; Graham, Steve – Journal of Learning Disabilities, 2002
A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…
Descriptors: Brainstorming, Elementary Education, Instructional Effectiveness, Learning Disabilities

Williams, Dawn M.; Collins, Belva C. – Journal of Learning Disabilities, 1994
This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities (ages 9 to 13). Results indicated that the time delay procedure was most efficient when students…
Descriptors: Computation, Cues, Elementary Education, Instructional Effectiveness

Kaufmann, Liane; Handl, Pia; Thony, Brigitte – Journal of Learning Disabilities, 2003
In this study, six elementary grade children with developmental dyscalculia were trained individually and in small group settings with a one-semester program stressing basic numerical knowledge and conceptual knowledge. All the children showed considerable and partly significant performance increases on all calculation components. Results suggest…
Descriptors: Computation, Dyscalculia, Elementary Education, Learning Disabilities

Gerber, Michael M. – Journal of Learning Disabilities, 1986
Two studies required 11 learning disabled (LD) elementary students to spell unknown words using standard written dictation and imitation-modeling. When the LD students were permitted sufficient, though individually variable, exposure to minimal correction procedures, they spontaneously generalized what had been learned from one spelling list to…
Descriptors: Elementary Education, Feedback, Generalization, Imitation

Kuder, S. Jay – Journal of Learning Disabilities, 1991
The study with 26 learning disabled students (7- to 10-years old) receiving a direct reading instruction program found that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. (DB)
Descriptors: Decoding (Reading), Elementary Education, Learning Disabilities, Phonology

Lorenz, Linda; Vockell, Edward – Journal of Learning Disabilities, 1979
The study examined the effectiveness of the Neurological Impress Method--NIM (in which reading skills are taught by having student and teacher read aloud in unison) for 44 learning disabled third, fourth, and fifth graders. (SBH)
Descriptors: Elementary Education, Exceptional Child Research, Intermediate Grades, Learning Disabilities