The role of visual imagery is explored as an information processing strategy, and its relationship is counterpointed to the linguistic system. The importance of visual imagery as a diagnostic and therapeutic tool to aid both visual and nonvisual performance and learning problems is discussed. (Author)

The role of memory problems in the attentional difficulties of learning disabled children is examined, and the existence of control processing inefficiencies related to memory problems is suggested. Three intervention approaches--reinforcement programs, direct instruction in efficient processing behaviors, and use of orienting tasks to induce…

To test the suggestion that a deficit in selective attention is characteristic of learning disabled (LD) but not hyperactive (H) children, 72 students (12 LDH, 12 H, and 36 normal Ss) were timed on visual search tasks. (Author)

The results suggested that on a perceptual task not related to reading or mathematics, the addition of input from tactile and auditory sensory modalities does not improve learning performance and, in certain combinations, actually interferes with such performance. (Author/SBH)

The paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. (Author)

Health educators are warned not to overlook the relationships among the academic, emotional, and social problems of a learning disability. (MM)

The study examined the relationship between proximity of critical textual information and selected metacognitive behaviors of 29 elementary-age subjects. Subjects receiving collapsed versions of passages reported use of higher percentages of text-based strategies, whereas over 50 percent of the responses of subjects receiving the dispersed text…

The investigation of cognitive factors responsible for the arithmetic learning problems of fifth graders found that children with arithmetic learning problems were characterized by very slow operation execution. No support was found for theories that inefficient number encoding or inappropriate strategies are characteristic of this population.…

After training in the Strategies Intervention Model, 27 correctional educators found that word decoding was successful with youth offenders, goal setting less effective. Paraphrasing and test taking were inconclusive. Academic teachers had greater success than vocational teachers, who suggested that job analysis would help determine the most…

The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the LD students performed significantly lower on all variables. (Author/DB)

Describes characteristics of students with nonverbal learning disorders and offers teachers suggestions for helping them work with students with these disabilities. Includes story of one nonverbal learning-disabled student's school experience. (PKP)

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4-9 in two urban and suburban…

The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the…

Nonverbal learning disabilities (NLD) are characterized by weaknesses in narrative discourse. Thirty-three children (M age=11.7 years), 15 girls and 18 boys, listened to stories to evaluate their narrative comprehension and retelling abilities. Children with NLD (n=11) performed as poorly as children with verbal impairment (n=10) on all narrative…

Disability labels and other social categories in school arise out of an educational system which attributes learning problems, perceived weaknesses, and academic failure to individual students. Instead, this dissertation investigates how learning problems are produced and reinforced through cultural practices. Through a two-year, cross-context…