After an eight-lesson program in body awareness, learning disabled students demonstrated improvement in self portrait drawings and in the accuracy of body part connections. (CL)

RATE (Read and Then Evaluate) provides opportunities for learning disabled students to self-select appropriate reading materials, form and communicate opinions about their reading, and gain confidence in themselves as readers. Teachers' observations confirmed the effectiveness of the program, which was expanded to involve students sharing the…

Learning-by-doing centers, an approach based on theories by J. Piaget and The High Scope program's cognitively oriented curriculum, strengthens the problem-solving skills of learning disabled students. (CL)

An exploratory study involving three learning disabled students suggested that semantic maps, a visuospatial strategy in which concepts are linked, promoted reading comprehension. (CL)

Learning disabled students with lack of fluency in oral reading may be helped to experience a "feel" for fluency through any of six alternative reading techniques: (1) imitative reading, (2) repeated readings, (3) radio reading, (4) phrase reading, (5) paired reading, and (6) neurological impress method. (CL)

A task sequence is presented for teaching mentally retarded or learning disabled children to tell time. (CL)

Described is a model for development of visual perception abilities in learning disabled children. (CB)

The article offers advice to special education teachers when they are consulted by regular teachers on learning and behavior problems. (PHR)

A resource teacher describes a word imprinting technique which helped to increase reading and memory skills of an 8-year-old student with auditory perception problems. (CL)

Explained is a step-by-step approach for using chalkboard exercises to teach cursive writing to elementary level learning disabled students. (CL)

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

Emphasizing use of the mnemonic aid as a tool toward the large educational objective, this article discusses the memory problems of learning disabled students, suggests appropriate selection and use of musical mnemonics, and encourages development of original mnemonics (e.g., using rhythmic speech or writing new lyrics to popular tunes). (JC)

A mood chart allows learning and/or behavior disabled students (8-12 years old) to evaluate and monitor their present mood. The chart can also be used to analyze the relationship between mood and inappropriate behavior, to communicate with parents, and to promote children's awareness and understanding of each other's feelings. (CL)