This action research study focused on establishing a professional learning community of secondary special educators to explore authentic meaning-based reading experiences with struggling readers. The term meaning-based reading experience encompasses both holistic reading evaluations in the form of miscue analysis, and more meaning-focused strategy…

This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…

Prosody production atypicalities are a feature of autism spectrum disorders (ASDs), but behavioral measures of performance have failed to provide detail on the properties of these deficits. We used acoustic measures of prosody to compare children with ASDs to age-matched groups with learning disabilities and typically developing peers. Overall,…

In the mid-1970s, Donald Hammill and his colleagues authored three scathing critiques of the two most trusted scientific traditions of learning disability treatment--movement education and psycholinguistic training (Hammill, 1972; Hammill & Larsen, 1974; Hammill, Goodman, & Wiederholt, 1974). These critical reviews of research rejected the older…

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The…

General cognitive ability is still a factor in current definitions of dyslexia despite two decades of research showing little or no relevance to the nature of dyslexia. This article suggests one reason why this may be so. The suggestion is based on a distinction between dyslexia as a disability (poor ability)--as it is viewed and explained by…

Designed for the teacher in training as well as the classroom teacher, the text presents step-by-step remedial techniques for developmental training of the slow learner or the child with learning disabilities. Presented are activities, instructional materials, and teaching techniques for grades 1 through 8. Developmental areas included are…

Intended for the regular class teacher, the booklet contains 72 sample lesson activities for use with mainstreamed learning disabled students. Activities are organized around the Illinois Test of Psycholinguistic Abilities and cover the following areas: auditory reception, visual reception, auditory association, visual association, verbal…

Developed to improve the language skills of culturally disadvantaged preschool children, the activities can be adapted for use with the retarded or those with learning disabilities. Communication processes considered are derived from the Illinois Test of Psycholinguistic Abilities. Activities are described for the following areas: listening skills…

The report describes a program directed toward the full integration of students with learning disabilities (LD) into the regular academic program of the University of Colorado at Boulder. The program features a diagnostic prescriptive model in which results of formal and informal testing are shared with students to help them develop an…

Criticized is a study which compared 19 retarded and 19 advanced grade 3 readers and concluded that the presence of three or more perceptual or psycholinguistic immaturities was likely to be a critical factor in reading ability. (DB)

Neuropsychologically based intervention approaches for learning disabled students are reviewed. The approaches, which are in the areas of neurological organization, psycholinguistics, and perceptual motor skills, are also evaluated for their effectiveness in terms of theory and practice. (CJ)

Although cognitive psychology is concerned with the processes of knowing rather than with behavior, certain applications of cognitive psychology and learning theory have been achieved: (1) behavior modification; (2) bio-feedback; (3) psycholinguistics; and (4) information processing psychology. (CJ)

In an attempt to clarify the phenomena of psychological "process" variables, as applied to children with learning disabilities, a study was made of sensory modality preferences in 64 kindergarten and 64 first grade children. Ss were given a battery of seven measures grouped under the following four headings: standardized test approach; controlled…

The study examined the usefulness of the "Reading Miscue Inventory" to develop a remedial reading program with a Hispanic learning disabled 7-year-old male. The inventory aided in examination of the child's reading strategies leading to the selection of appropriate remedial reading activities. (DB)