Edited by a diverse group of expert collaborators, the "Handbook of the Cultural Foundations of Learning" is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the…

The article reviews the theories of R. Feuerstein and his instrumental enrichment curriculum designed to furnish tools for thinking and considers implications for students with learning difficulties. (CL)

The cognitive patterns of three learning disability subtypes were studied: (1) students with higher math than reading skills, (2) students with higher reading than math skills, and (3) students with equally low math and reading skills. Results indicated that although the three groups were characterized by a number of discrete or unique patterns,…

Despite success of cognitive behavior modification (CBM) techniques in changing the behavior of learning disabled children in specific situations, little success has been achieved in changing cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. (Author/CL)

Reviews genetic influences on learning disabilities, discussing recent advances in molecular genetics that have made linkage analysis a more powerful tool for studying the genetics of behavioral phenotypes. Also examines what is known about genetic influences in two familial disorders, developmental dyslexia and Tourette syndrome. (Author/NB)

The cognitive approach to education is briefly summarized, and its implications for learning disabilities considered. The approach, which includes the genetic epistemology espoused by J. Piaget and information processing theory, proposes the importance of active involvement and control processes. (CL)

The literature and theories of the role of self-assessment in the metacognitive development of children with learning handicaps is reviewed. Self-assessment is seen to be a prerequisite for metacognitive growth. The literature on purposes of self-assessment and ways to assess a student's actual use of self-assessment indicates that learning…

To improve memory in children in early grades or in children at all ages with cognitive problems, it is suggested that the teacher provide verbal interpretations of pictorial information, encourage children to verbalize the pictured material for themselves, and encourage children to create their own mental pictures. (SBH)

The paper reviews research which presents evidence that learning disabled (LD) children, like other groups that show performance deficiencies, do not spontaneously employ appropriate goal directed task strategies in many situations. (Author/PHR)

Discusses several research efforts focusing on understanding students' attributes and validating instructional programs to improve mathematical learning and provides several instructional recommendations to assist teachers in enhancing mathematics learning for all students. (MKR)

Cross-lagged panel analysis was used to determine the causal relationship between arithmetic progress and two factors (concrete operational development and visuo-spatial figurative ability) in 28 learning disabled boys (9-12 years old). Results of seven operational tasks, five figurative tests, and a diagnostic arithmetic test administered early…

A framework for strategy remediation with learning disabled students is presented according to theories of Soviet psychologist L.S. Vygotsky. Excerpts from a remediation session with a seven-year-old are offered to illustrate the progression from other- to self-regulation. (CL)

The article discusses the arithmetic achievement deficits of learning disabled students, cites research on cognitive factors involved, reviews the neurological evidence, and describes orientations focusing on cognitive psychology and the instructional context. Recent findings of an arithmetic task force from Columbia University are summarized. (CL)

Described are two studies which used art therapy to improve cognitive and language abilities in a total of 45 children with learning difficulties or communication disorders. The art procedures focused on the development of three types of concepts: the concept of a class or group of objects, concepts of space, and concepts of sequential order. A…

As young people survive childhood cancer at ever-increasing rates, the late effects of treatment that affect growth, development, and cognitive functioning must be considered. This paper describes medical treatment for childhood cancer, long-term survival and general effects of treatment, cognitive late effects of treatment, and educational…