Recent studies have indicated that digital platforms cannot amalgamate learning solutions for students with learning disabilities. In this paper, we provide a comprehensive overview of the literature on the topic and methods to elaborate on earlier studies on learning disabilities. These findings can help new researchers develop effective…

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a…

This study compared the effectiveness of Orton Gillingham (OG) tutoring and National Institute for Learning Development Educational Therapy (NILD). A randomized controlled trial using 27 participants determined whether academic and cognitive outcomes differed between the groups over a 9-month period. Participants had designated learning…

The purpose of the study was to examine the effectiveness of three remedial techniques to improve the spelling ability of students with learning disability. The three techniques, namely, TAK/v, visual orthographic method and listen, speak, read and write (LSRW) method were administered to three experimental groups, each having 13 students with…

This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

To enhance spelling achievement, 17 learning disabled (LD) elementary school students were instructed for eight sessions over a period of 3 weeks with lessons that incorporated reduced unit size, distributed practice and review, and training for transfer. Each week of instruction included training on both irregular and regular spelling words.…

The process of writing a play serves as a remediation method for developing writing skills in the learning disabled student. The case of an 11-year-old student, who neither writes nor spells, illustrates this method. (SB)

Described is a four step method of teaching remedial handwriting which encourages the progressive approximation of writing to a good model and avoids common instructional errors such as unsupervised massed practice, lack of immediate feedback, and failure to provide good models. (DB)

Describes the condition of learning-disabled adult spellers. Presents spelling strategies that accommodate all learning modalities. Details specific approaches to remediate spelling difficulties. Argues that hope for learning-disabled adult spellers lies in learning new spelling habits and effective coping techniques. (RS)

To design effective remedial phonics instruction, it is necessary to examine both learner characteristics and task requirements. The paper integrates research related to information processing and psycholinguistics to formulate questions which can be used to evaluate techniques and materials used with a learning disabled population. Information…

The author presents a detailed outline of a Modified Association Method (MAM), a language remediation program using a structured multisensory approach for use with school aged, learning disabled children. (SBH)

Reviews research on teaching spelling to the learning disabled and presents instructional recommendations. Examines research on reduced unit size and distributed practice, imitation plus modeling peer tutoring strategy training, self-monitoring generalization training, and microcomputer-based remediation. (KH)

A questionnaire investigated and compared diagnostic and remedial populations and practices among 333 professionals. Results demonstrated that both learning disabilities and reading professionals remediated language-disordered populations and displayed similar use of instructional time. Both professions employed reading methods rather than process…

Describes learning disabilities of five children, principle teaching techniques used, and incorporation of linguistic principles in teaching the program. (MM)