The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any response to intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional third-grade classroom as the setting for…

The effects of a peer previewing system on the oral reading skills of three learning-disabled students (ages 8 and 9) were examined. Results indicated that peer-previewing led to a marked decrease in the oral reading errors of all subjects. Reasons for the effectiveness of the procedure as well as its advantages are presented. (Author/DB)

Evaluation of a spelling package developed and used to teach spelling words to four learning disabled children (8-10 years old) indicated the program was effective in improving students' ability to spell unknown words immediately after training, was rated positively by the teacher, and was equally effective in both group and individual…

Describes the use of the language experience approach (LEA) and semantic mapping strategies with three seven-year-old boys who were nonreaders. Finds the use of mapping strategies with LEA was successful when children had difficulty structuring and organizing their own stories. (MG)

The effectiveness of two approaches (direct instruction and discussion/workbook) to teaching 25 elementary level learning disabled students three critical reading skills (argument analysis, embedded argument analysis, skill classification) was evaluated. Subjects in the direct instruction group were found to significantly outperform subjects in…

A new computer assisted instructional program designed to increase decoding fluency in reading was evaluated for use with 20 learning disabled elementary grade children. After 10 weeks of daily 15-minute practice sessions, subjects showed substantial improvement on words practiced, words never practiced, and reading speed and accuracy. (Author/DB)

The final report and addendum document a 2-year study which examined the efficacy of a rhythmic training program to improve rhythmic skill in children with mild mental retardation or learning disabilities (year 1) or hearing impairments (year 2). The study was based on the writings of the Soviet neuropsychologist A. R. Luria suggesting the value…

Reprints an article originally published in this journal in March, 1971. Surveys research on motor and perceptual programs for children with severe reading disability, finding no demonstrated special effectiveness for any such programs that claim to prevent or correct reading disabilities. Recommends motor-perceptual programs as general additions…

The effects of remediation of hypothesized component deficits prior to remediation of known academic deficiencies were compared with remediation of academic (reading) deficiencies alone among 76 elementary grade learning disabled students. Results indicated better achievement for students receiving both remedial treatments. (Author/DB)

The study compared stories written on either a word processor or handwritten by 15 children (ages 8-12) with learning disabilities. Use of the word processor resulted in fewer spelling errors for children with severe spelling problems and longer stories for children having problems with the mechanics of the writing task. (Author/DB)

The study compared two methods of teaching an initial place value skill: a concrete, semiconcrete, abstract teaching sequence and an abstract-only presentation. Learning-disabled elementary and middle school students (N=24) using the concrete to abstract teaching sequence performed significantly better on three posttests than students taught the…

Two studies on the effectiveness of supplemental homework assignments on the acquisition of basic skills (math facts and spelling) with elementary school-aged learning-disabled students found three factors which maximized homework effectiveness: rate of homework completion, percentage correct of the homework, and rate of acquisition of the content…

Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)

The effects of assisted reading (in which students listen to the passage and then read it along with the teacher prior to reading the material independently) on three elementary students with learning disabilities were evaluated using a multiple baseline design. Assisted reading resulted in more words read correctly, fewer words read incorrectly,…

Elementary level learning disabled (N=32) and regular class children matched on reading age were given either general or specific instruction on how to use a cross-referencing technique to evaluate internal consistency of text. Subjects who received the explicit instruction demonstrated high performance in both comprehension monitoring and reading…