Three case studies of children with specific learning disabilities who were switched out of French immersion programs are presented to provide background for the development of hypotheses for future study regarding the advisability of switching. (JMF)

This article describes an activity, "four of a kind," to help foster friendships among elementary students in general education classrooms that include students with learning disabilities. Small groups of four students use a poster format to list both their individual characteristics and the things they have in common. (DB)

Discusses turning the mathematics failure cycle of students with learning disabilities into a success cycle by using learning strategies and positive attributions. Identifies eight steps to success with learning strategies are as well as six steps to positive attribution in math. The attribution theory is also explained. (CR)

This article explores new connections between the current literature base on adult developmental theory and the field of learning disabilities. Emphasis is on theory and practice in self-determination and adult development. Implications for special education, vocational education, general education, and adult learning are discussed. (Contains…

Time taken to count stimuli was compared among three groups each composed of 22 elementary-aged children (with autism, with moderate learning difficulties, and normally developing). Results suggest that children with autism showed a tendency toward an analytic level of processing. While groups differed on measures of counting speeds, children…

Suggests that few teachers understand the debilitating effect that social skill deficits have on a child's daily life. Notes that instructional strategies such as cooperative learning groups and social stories can help children improve their social behavior. Encourages all educators not only to emphasize academics, but also to seize any…

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

This article describes the concept and varieties of mnemonic instruction and how mnemonics interacts with the specific learning characteristics of learning-disabled students. The effectiveness of the techniques, as reported in research studies, is described. Implications for classroom instruction and further research are provided. (DB)

Adolescents (n=25) with learning disabilities were randomly assigned to either mnemonic conditions or experimenter-directed rehearsal conditions and individually taught difficult vocabulary words, half abstract and half concrete. Results included higher scores on both recall and comprehension tests by mnemonically trained students for both…

The strategies instructional approach developed at the University of Kansas Institute for Research in Learning Disabilities is described. The approach teaches students strategies in the academic, social, motivational, and executive functioning areas that will enable students to meet content learning demands and modifies instructional environments…

A study evaluated the usefulness of instruction in specific learning strategies to improve the learning processes of students with learning disabilities and attention deficits. The intervention sought to provide students with tools for maximizing atypical strengths, remediating weaknesses, and activating processing. Some strategies are described.…

Comparison of teaching U.S. history content to learning disabled junior-high school students using either mnemonic or nonmnemonic materials found that students learned substantially more information when instructed mnemonically. Teachers felt the mnemonic materials were significantly more appropriate for these students than traditional…

The article describes the Consolidated Method for Independent Learners (CMIL) which is based on schema theory and is designed to develop self efficacy, teach learning strategies, and foster generalization skills in learning-disabled and other handicapped children. (DB)

The article presents a metacognitive intervention for teaching mainstreamed learning-disabled students four learning strategies for thinking before, during, and after class discussions. Instructional and assessment procedures used for teaching the strategies are described. (Author/DB)

The article responds to three papers (by S. Forness, K. Reid, and W. Kimball and T. Heron) which reacted to two papers by M. Poplin (1988) concerning the reductionist fallacy in learning disabilities and holistic/constructivist principles of the teaching-learning process, with implications for the field of learning disabilities. (DB)