The position paper of the Division for Learning Disabilities of the Council for Exceptional Children proposes seven components (including the differentiation of learning disabilities from learning problems) of the final policy of the Office of Special Education and Rehabilitative Services concerning the Regular Education/Special Education…

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

Two types of elaboration are reviewed as potent strategies for the learning disabled: (1) modifications to make materials more learnable and (2) recommendations about elaborative strategies that learners can execute. A model of autonomous and flexible strategy use is presented with emphasis on efficient strategy application. (DB)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

Emphasizing use of the mnemonic aid as a tool toward the large educational objective, this article discusses the memory problems of learning disabled students, suggests appropriate selection and use of musical mnemonics, and encourages development of original mnemonics (e.g., using rhythmic speech or writing new lyrics to popular tunes). (JC)

Based on research results on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as deviating from errors expected from younger, normally achieving children. Data are interpreted to support a cognitive-developmental model of spelling…

Learning disabled (LD) and non-LD boys (grades two and six) were given a false recognition task. Study and test items were manipulated to form visual, acoustic, and semantic distractors. Results suggest that LD students do not spontaneously use the effortful semantic processing strategy of elaborative rehearsal. (Author/CL)

English projects successfully used in secondary resource rooms for learning disabilities include student-developed storybooks, pen-pal letters, anthologies of student writing, and bulletin boards. (CL)

In an investigation of comprehension monitoring skills of learning disabled and average seventh-grade students, average students spontaneously activated comprehension monitoring strategies thereby noting the text inconsistencies regardless of the condition. Learning disabled students, however, activated these strategies only when cued to do so.…

A peg-word mnemonic technique increased the memorability of paired associates for 15 (LD) and 15 non LD junior high students. Differential longer term retention slightly favored the nondisabled. (CL)

A rapid naming test was administered to 321 prereaders (five-seven years old). Results showed sex differences in degree of correlation between naming performance and a test of general intelligence. Results bear theoretically on the degree to which a learning disability can appear as an isolated deficit in the two sexes. (Author/CL)

Computers should not supplant other forms of basic instruction for learning disabled students. Overreliance on computers could lead to difficulties for students with poor visual skills and to inadequate practice for students with motor problems. (CL)

Observation of 17 learning disabled (LD) and 17 regular education students (grades three and four) during reading revealed few differences in the nature of instructional ecology (task, structure, teacher location, and activity), although LD Ss were given significantly more time for individual structures and received more teacher approval.…

Considered are implications for learning disabled students of the simultaneous, successive, and planning (SSP) model, a model of information integration that emphasizes processes rather than ability. Remedial training guidelines are offered, including assessment of learning potential and determination of the nature of the weakness and its…

The article examines neuropsychological theories of behavior and considers their application to special education, with particular emphasis on learning disabilties. Among problems involved with the approach are difficulties communicating educationally relevant data and confusion over the validity and utility of the neuropsychological approach. (CL)