The purposes of this study were to use empirical, multivariate classification techniques to form subtypes of learning disabled readers (N=59) on a select sample of information processing skills and to validate the subtypes on reading achievement subskills. Hierarchical cluster analysis techniques resulted in a six-cluster solution which…

A study designed to replicate work by Kirby and Das (1977) studying differences between learning disabled (102) and normal children (99) essentially supported the earlier research in terms of factor structure and relationship of simultaneous and successive processing to reading and IQ. In both groups, structures and relationships were similar.…

Results indicated that the mothers of LD children attributed successes less to ability and more to luck, while attributing failures more to a lack of ability and less to bad luck. (Author)

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…

Pre- and posttest scores showed that LD students regress in their reading skills when they experience extended breaks in their educational programs during the summer months. Also, a five-week summer reading program during either the first or last half of the summer can prevent this regression. (SW)

Three concurrent validity studies involving 88 regular and 56 learning disabled elementary students were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. The usefulness of the formative measures for continuous evaluation of student growth in reading is…

The study investigated the relatonship between degree or extent of special education participation and measured self-concept with 45 third-grade male students divided into three groups (students in self-contained LD classes, students provided individual tutoring, and a control group of students from regular classes). (Author/PHR)

Examines the effects of an instructional program designed to teach learning disabled children to use context to determine and correct their errors. Results indicate that training in context is helpful for disabled learners who have achieved reading proficiency beyond grade level two. (MKM)

This study explored whether visual discrimination problems impair achievement in children with and without learning disabilities. Children (N=66) with learning disabilities were tested for visual discrimination problems, tracked throughout elementary school, and compared to a normally achieving sample. Results indicated lower reading and general…

Evaluated number of format and direction changes across tests and grade levels of major elementary standardized reading achievement tests. Number of format changes varies from one change every 1.2 minutes on Metropolitan Achievement Test Level E1 to one change every 21.3 minutes on P1 level of Stanford Achievement Test. (Author)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Effects of instructional complexity and role reciprocity within classwide peer tutoring (CWPT) programs were examined with a total of 119 students (learning disabled, low achieving, or normally achieving) in grades 2 through 5. Students in all CWPT conditions outperformed controls on a reading fluency measure; however only those in CWPT with role…

This article describes the use of curriculum-based measurement, specifically oral reading fluency, as a tool for monitoring students' overall reading achievement. A brief overview of curriculum-based measurement is provided as well as a description of procedures for collecting and graphing data. A case study illustrates the application of…

Learning disabled students (N=638), students receiving remedial Chapter 1 instruction (N=451), and regular students (N=2,337) were sorted by reading skill level. Reading achievement emerged as the best single predictor of group membership supporting school social policy of allocation of service delivery on the basis of classroom achievement.…

The academic performance of 1,480 behaviorally disordered and learning disabled children (grades 1-3) was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. The two groups did not differ in factor structure of achievement test performance, nor in…