Identified 56 teenage male students at residential facility for persons with emotional, legal, or educational problems as having learning disabilities. At discharge, 39 were academically remediated, 17 were unremediated. Analyzed information on subsequent reincarceration of both groups. Found that rate of reincarceration for unremediated group was…

Examines the effectiveness of two intervention paradigms that treat phonological awareness and grapheme-phoneme conversion in severely learning disabled third- to fifth-grade students. Finds that an implicit learning paradigm as practiced in the Stabilized Learning System is more effective than an explicit methodological approach as practiced in…

Two studies were conducted to examine the effectiveness of using study guides with learning-disabled, remedial, and regular education students enrolled in secondary social studies and science classes. Results indicated that study guides, whether teacher-directed or student-directed, produced significantly higher performance than self-study.…

Twenty-nine high-school students were taught ratio and proportion word problems using either an interactive videodisc program incorporating empirically validated curriculum design principles or a teacher-taught program with basals. Both groups, composed of remedial and learning-disabled students, made substantial performance gains, with the…

Provides a detailed case study of a first grade student labeled as learning disabled (LD). Describes the stark contrast between the student's LD instruction and the specially tailored Reading Recovery instruction. Concludes that the student was instructionally disabled, not learning disabled. (RS)

Compared young mathematically disabled and academically normal children in terms of the distribution of strategies and solution times involved with simple addition problems. Performance characteristics of normal students and disabled students who improved were essentially the same, whereas those of disabled students who did not change were…

Describes two experiments that were designed to test the effectiveness of a microcomputer-based vocabulary program for high school students. Pretest and posttest methodologies are described for learning-disabled, remedial, and general students, and results for the experimental and control groups are compared. (18 references) (Author/LRW)