A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

Two measures of outerdirectedness were used with 30 educationally handicapped and 30 normal males in the second, fourth, and sixth grades. (CL)

The study investigated the effects of three stages of instructional manipulation on first- and second-grade students who were functioning at a frustration level. (Author/SBH)

In this article a learning disabled person tells about his most difficult, yet successful educational and social career as a nonreader. Both positive and negative aspects of the educational system are imbedded in this account of what it means to be a nonreader in our culture. (Author/CL)

Results suggested that: many young school failures are inefficient or poor task planners and organizers; that this characteristic may be related to lagging or deficient language skills rather than spatial organizing skills; and that failure may result from specific cognitive deficiencies and/or failure to effectively organize available cognitive…

The feelings and the personal and learning problems of the child with a language disability which are concomitant with a fragile ego are presented, to give parents a feeling of the nature and effect of their child's disability. (Author/KW)

Four studies in 12 urban high schools explored accommodative powers of mainstream secondary schools and effects of teachers' attitudes and student behaviors. Findings suggested that mainstream teachers recognize the low achievement of learning disabled students but do very little that is different instructionally when these students are assigned…

The paper reviews research on the effects of motivation on performance of learning disabled children and presents a treatment approach (attribution retraining) designed to help children link their difficulties to factors under their own control. (CL)

Described are four types of problem families who are said to not be suitable for the home program approach to helping children with learning disabilities. (DB)

Proposed is a theory of cognitive integration to explain the observed failure that many black and Puerto Rican elementary school children experience in learning to read despite intensive efforts at remediation. (Author/DB)

A survey of 222 grade school children indicates that sex differences in emotional response to failure might further explain the fact that boys have learning difficulties more often than girls, and that girls' relatively more advanced cognitive development is thought to partially account for the situation. (Author/MC)