A language arts teacher describes a successful project for mainstreamed learning disabled students in which spelling words are used to make a design. Three examples are provided. (CL)

The geometric organizer, a multisensory technique using visual mnemonic devices that key information to color-coded geometric shapes, can help learning disabled students read, organize, and study information in content subject textbooks. (CL)

Significant differences in rhythm pattern ability were found between the normal and disabled readers. The differences were greater at age seven than at age eight. (RM)

Seven learning disabled children (six-nine years old) participated in classes featuring Slingerland (group multisensory activities) or Sullivan (individualized traditional) reading approaches. Both groups evidenced nearly equal improvement in differing areas. Possible reasons contributing to the appeal of the Slingerland approach are noted. (CL)

The author speculates on the mythic symbolism of the maze and describes her work with learning disabled students who responded favorably to mazes, especially to visualization tasks involving mazes. (CL)

An interactional approach to attention problems in learning disabled children takes into account the degree of voluntary attention required by the task, the degree of structure in the setting, and the characteristics of the child. (CL)

A four-step instructional procedure to assist the learning disabled child to distinguish the distinctive features of letters is described. The procedure involves distinguishing the lower case "b" via a fading out technique from its upper case counterpart "B." The letter directionality can be cued so that the "b-d" distinction is readily apparent.…

Examines ERIC documents that discuss some of the writing problems of learning disabled students. Suggests classroom instructional strategies to help the learning disabled student best overcome his or her specific difficulty. (HTH)

Problems in modern math instruction for learning disabled students include language and vocabulary, a lack of appropriate emphasis on mastery, the use of set notation in the primary grades, inadequate teacher inservice education in modern math, and the elimination of parents as teaching partners. (CL)

Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

Microanalysis of problem-solving activities of 10 learning-disabled and 10 normally achieving children (ages 10-12) found that, although normally achieving subjects reached more sophisticated levels of strategy use, there was no evidence that the learning-disabled subjects were inactive, passive, or maladaptive in their problem-solving attempts.…

This article takes issue with the diagnosis of a group of students as learning disabled as presented in a previous article that focused at learning disabilities in the context of second-language learning. (JL)

Thirty-three students (average age 15 years) with learning disabilities received either learning strategy instruction or traditional instruction in the completion of job applications. Results indicated the learning strategy group demonstrated statistically significant lower numbers of information omissions and information location errors and…

A review of research since Ayers' (1972) report on sensory integration (SI) concludes that SI is not supported as an effective treatment for academic problems of children with learning disabilities. It is not clear whether SI is more effective than perceptual-motor approaches or maturation alone. (SK)