A review of relevant cognitive research in mathematics is presented and applied to instructional practice with students with learning disabilities. The review focuses on the role of three principles of curriculum development in facilitating procedural competence in mathematics: the nature of examples, explicitness, and parsimony. (Author/JDD)

The classroom technique of using strategy cards in cooperative learning situations for students with learning disabilities is explained. Guidelines and a script on how to instruct students to use the cards are provided. An example of a strategy card is illustrated. (CR)

Twenty ways are presented to help students with special needs gain and apply learning strategies more efficiently, including helping students discriminate whether information is useful or irrelevant, focusing on metacognitive development, encouraging self-sufficiency, helping students organize material into meaningful units, and having student…

This study compared the effectiveness of 3 procedures for teaching 62 elementary students with learning disabilities to identify the correct algorithm in solving addition and subtraction word problems. The group receiving strategy teaching and sequencing practice problems and the group receiving strategy teaching only scored higher than…

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

The study analyzed short-and long-term memory processes in learning disabled (LD) children and compared them with normally achieving peers. Research on memory processes in LD children is reviewed and methodological limitations noted. Thirty-six normal and 36 LD Ss (8-11 years old) were asked to remember consonant trigams using one of three…

A teacher of learning disabled secondary students discusses the role of visual learning in motivating students and increasing their communication skills. Application of visual methods in an American and British setting is seen to have resulted in gains in self concept, motivation toward school, and in comunication skills. (CL)

To further clarify the nature of sensory integrative dysfunction, 148 public school children (mean age 92.6, mean IQ 96.5) with learning disorders were first given a battery of sensorimotor, psycholinguistic, and cognitive tests, and factors were extrapolated. The test scores were also employed to generate step-wise regression equations predicting…

Concentrating on linguistic and logical-mathematical intelligence in elementary school classrooms ignores the dominant strengths of most children, who may possess alternative spatial, bodily kinesthetic, interpersonal, or intrapersonal intelligence. Explains how elementary teachers can transform "dysteachea" into learning strategies for…

The performance of 60 learning disabled and normally achieving children (ages 9-12), either given minimal instruction to use organizing strategies or engaged only in practice with a free recall task, were compared. Factors underlying the unexpected finding that strategy use did not account for learning disabled students' poor recall are discussed.…

The article addresses obstructions to problem solving (such as an overemphasis on learning facts) and suggests six steps to overcome those obstacles: (1) recognizing that the problem exists, (2) understanding the problem, (3) analyzing the problem, (4) considering alternative solutions, (5) choosing the best solution, and (6) evaluating the…

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

The article reviews traditional analog time-telling instruction and introduces an alternative approach for learning disabled and other mildly handicapped students. The applied digital approach couples concrete instructional techniques with murals depicting time-related actions of student's day. (CL)