The results indicated that ear occlusion improved performance in the majority of Ss and that unilateral occlusion effectively eliminated the auditory figure-ground disorder in most Ss. (Author)

A study of 30 normal and poor readers tested the hypothesis that reading disabled children's failure to apply effective strategies to rote-memory tasks is related to their lack of reflective knowledge about memory and their disorganized approach to cognitive tasks. Findings supported the view that many children fail to read well because they do…

These tests provide one source of diagnostic data to support educational decisions for learning disabled children. The Profile Graph expedites communication of diagnostic assessment results to parents and teachers, and is a useful source of information in making placement and program planning decisions for learning disabled children. (Author)

Learning-disabled kids in a farmhouse classroom. (Editor)

The relationship between physiological learning theory and the school-aged child with minimal brain damage is explored. (Author/SBH)

Explores policies and practices that support the creation of a successful learning environment for postsecondary students with learning disabilities. Outlines the learning challenges that learning-disabled students face and discusses the legal mandate for accommodating students with learning disabilities. Outlines the pedagogical rationale for…

The importance of motivation in the use of Fernald Techniques is discussed and applied to reading instruction for students with learning problems. Fernald methods begin with a multisensory approach and move through four steps to independent learning. Success depends on students' motivational readiness for instruction and motivation during and…

The study of 813 learning disabled children (ages 6-11) with test-retest data (after three years) on 224 children found the children to suffer a progressive deterioration in verbal ability whereas their nonverbal ability showed an increase in the earlier years, leveling off thereafter. (Author/DB)

The accuracy of recall and use of appropriate rehearsal strategies was compared for learning-disabled and low-achieving adolescents. There was little difference in performance between the two groups; both groups tended to employ appropriate executive strategies. (Author/DB)

Learning-disabled students in mainstream settings can use guided notes to help them actively participate in notetaking, follow the sequence of lectures/discussions, and produce useful summaries of important information for future review. This article defines guided notes, describes how to develop guided notes, and offers tips to maximize their…

Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…

This critique of Edwin Ellis' model for integrative strategy instruction for adolescents with learning disabilities comments on the feasibility of the model in the public school context, the completeness of the model in considering elements of classroom ecology, internal integrity or consistency, evaluation of student assessment, and evaluation of…

Comparison of 2 computer-assisted instructional treatments in syllogistic reasoning--one requiring a deeper level of processing with a diagrammatic response--found that the 13 learning-disabled high school students receiving the diagrammatic instruction required fewer trials to achieve mastery criteria and produced significantly higher posttest…

Questions the validity of current reductionist assumptions concerning learning differences and proposes a new science of life based on dynamic, transforming, hierarchically organized systems of energy. This view of cognition is related to Piaget's insights, which are extended to include a view of learning differences consistent with these…

The Directed Spelling Thinking Activity (DSTA) is a method of teaching spelling to students with learning disabilities by encouraging active thinking and analysis of word patterns. With DSTA, students compare and contrast words that fit different but related spelling patterns. Words illustrating 37 spelling patterns are listed. (Author/DB)