This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48).…

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

The article reviews literature on the information processing model with learning disabled children. Assumptions concerning the role of automaticity, prior knowledge, and executive functioning are questioned. Also discussed are procedures for identifying common denominations, subgrouping, isolating mental components underlying academic change, and…

The topical review provides a general framework for understanding memory problems in reading disabled children by considering some factors that can influence memory performance, including the status of basic processing operations, use of appropriate control strategies, and richness of the knowledge base. Also examined is the relationship between…

The pilot study investigated receptive and expressive humor in students (total N=54) with learning disabilities, mild mental retardation, or no handicap. Among results were that older learning disabled students were more like mildly retarded students than normal peers; and that learning disabled students had more difficulty understanding…

LOGO, a graphics language that helps the student participate in a consistent, self-correcting learning environment, can help children with learning disabilities think about thinking. (CL)

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

The importance of word decoding in accounting for individual differences in reading comprehension is discussed. Research on individual differences in the cognitive processes that mediate word decoding is reviewed. (Author)

The article reviews the controversy over the information processing model as an approach to diagnosing and remediating learning disabled students. The Slingerland Screening Tests are suggested as an alternative tool for examining information processing skills. Advantages of the test include direct application to classroom tasks. (Author/CL)

This brief introduction to E. Jan Kappers' article "Outpatient Treatment of Dyslexia through Stimulation of the Cerebral Hemispheres" reviews the lifetime work of Kappers in the field of dyslexia. (CR)

This study assessed visual selective attention in children with attention difficulties compared to typically achieving children using the flanker task and the feature and conjunction visual search task. Results suggest that children with attention difficulties have a characteristic inability to restrict visual attention to a limited spatial area…

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

The article reports on the discussion approach for determining the learning disabled student's reasoning in response to a diagnostic test. (PHR)

The article reports research supporting a view which sees learning disabilities as resulting from the interplay between a poorly elaborated knowledge base (especially in language related domains), the biologically determined efficiencies of such processes as encoding, and the physical and social meaning attached to performance (i.e. the context).…

Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)