The article offers guidelines to educators evaluating controversial therapies and applies them to four such therapies: tinted lenses as a cure for dyslexia; orthomolecular treatments for learning disabilities; pharmaceutical intervention for dyslexia; and visual training for children with learning disabilities. (DB)

Evaluation of a metacognitive reading program with 13 learning-disabled children in grades 3 and 4 found that students increased in performance and awareness of strategies from pre- to posttesting. Differences were also observed between different clusters of students with defensive, pessimistic, or realistic self-concepts. (DB)

The effect of a lecture pausing procedure on performance of 15 learning-disabled and 15 nondisabled college students was evaluated. Findings indicate that 2-minute pauses spaced at logical breaks during videotaped lectures effectively enhanced student performance on immediate free-recall and objective test measures but not on long-term free…

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…

When children with learning disabilities fail to learn effective reading strategies, they lose enthusiasm and develop negative self-perceptions and attitudes, jeopardizing future achievement. In response, instructional approaches emphasizing clear explanation of reading strategies and discussion of processes for constructing meaning have been…

The study found that college students with learning disabilities (LD) were as able as nondisabled students to use story grammar and comparison text structure to aid recall of social studies text passages. However, LD students scored significantly lower on use of causation text structure. Results suggest that use of comparison structures precede…

The author of "The Learning Mystique: A Critical Look at Learning Disabilities," responds to critical and supportive reactions (EC 220 147-152) concerning the relevance of cited issues, the role of language, heritability, scientific criteria, poor reading versus true dyslexia, and the promise of his proposed interactivity theory. (DB)

Thirty-four adolescents with learning disabilities received either spelling strategy training, spelling strategy plus attribution training, or a control condition. Significant differences in spelling recall scores favored the strategy training condition. Addition of the attribution training resulted in no observable improvement in spelling…

This article explains how to use constant time delay to teach multiplication facts to students who have learning disabilities. Specific techniques for using time delay on an individual or small group basis are outlined, a sample student data sheet is presented, and the role of reinforcement is addressed. (Author/JDD)

Community college students with learning disabilities (n=38) and math-competent peers (n=22) were taught representation-related strategies for solving compare word problems. Results generally supported the hypothesis that students receiving schema training would improve more than students assigned to linguistic training. (JDD)

Twenty-one children (ages 6-15) with Tourette's syndrome completed an educational battery. Seventy-five percent had problems with spelling and writing, 50% had difficulty with calculations, and 25% had difficulty with word identification and reading comprehension. Visual-motor defects were common. (Author/DB)

Sixty-one adolescents with learning disabilities received clear or unclear instructions from an adult before completing the Rorschach Arrangement Task and a test of abstract thinking. Adolescents receiving clear communication performed significantly better and used more efficient cognitive strategies than did adolescents in the unclear…

In a simulation, the lesioning of a connectionist model that maps orthographic inputs onto semantic features produces several counterintuitive behaviors that are also shown by acquired-dyslexic patients. The similarity strengthens the suggestion that the connectionist approach captures a key aspect of human cognitive processing. (SLD)

Because of the importance of problem-solving skills in mathematics instruction of children with learning disabilities, this article offers guidance on teaching heuristic global strategies, including use of analogy, annotating problems, detail analysis, deletion of details, detail sorting, symbolizing operations, and designating formulas. (DB)

A study of 71 individuals with specific learning disabilities and moderate to high vocational success revealed commonalities in the ways they were able to achieve, including a strong desire for success, goal orientation, ability to interpret the disability experience, persistence, selection of an appropriate work environment, learned creativity,…