This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

This notebook is the 3rd volume of a three volume set containing strategies to provide an educational environment and assessment and counseling services for the learning disabled (LD) adolescent and adult. Part I focuses on a beneficial educational environment. Chapter 1, on the academic environment, addresses what is necessary for a supportive…

Compared were the effects of small group instruction and cross-age tutorial instruction on 29 learning disabled, educable retarded, or emotionally disturbed elementary school children in a resource room setting. (Author/MC)

The Ss were 63 first graders with reading and school readiness problems. It was found that Ss who received psycholinguistic training did not show significantly more psycholinguistic improvement than did Ss trained using traditional methods. (Author/DLS)

Examined effects of combining cross-age tutoring, peer tutoring, cooperative learning, and computer-mediated writing in a peer-assisted learning package on writing skills of second through sixth graders with learning disabilities. Found that the treatment group enjoyed working with partners, asked each other for help, had friendships extending…

This paper describes the program of a special school in British Columbia for youth with behavior disorders and either learning disabilities or intellectual impairments. Program components (behavior therapy, activity-based learning, and attachment development) and program sequence (assessment, formulation and implementation of a Growth and…

Investigated the impact of integrated proofreading strategy training, which combined a computer-based spelling checker and student strategies, on the proofreading of three secondary students with learning disabilities. Students showed an increase in strategy use and percentage of spelling errors corrected on controlled proofreading materials and…

College students (n=204) who had difficulties in both foreign language and math (FLD/MD), only math difficulties, or only foreign language difficulties (FLD) were studied. The students with FLD showed a pattern of deficits on subtests measuring grammar and spelling, long-term memory, and visual phonology. More males were referred for FLD.…

This article discusses problems in the psychological processing theory for learning disabilities assessment and describes the development and potential use of an interactive diagnostic system for testing students' processing skills for learning disabilities. (AEF)

Elementary school students (N=75) with mild disabilities were monitored in reading and math before and after summer vacation and six weeks into the following school year using Curriculum-Based Measurement Probes. Results indicated significant regression following break. By recoupment measurement, students had regained proficiency and performed…

This article describes strategic content learning (SCL), a strategies-training model that integrates cognitive, behavioral, sociocultural, and constructivist learning theories. The theoretical rationale for SCL is provided, followed by a review of research documenting SCL efficacy for postsecondary students with learning disabilities. Preliminary…

A study involving 158 college students with learning disabilities who were granted foreign language course substitutions found there were few cognitive and academic achievement differences among students with differing levels of IQ-achievement or achievement-achievement discrepancy on Modern Language Aptitude Test and American College Testing…

The article reviews recent theoretical and empirical research related to the role of communication in effective strategy training for instilling stable and general cognitive strategic skills in learning disabled students. Among implications discussed is the need for increased focus on the interactional dynamics of the strategy training situation…

The progress of 138 elementary students with specific learning disabilities was followed as they were instructed using the Alphabetic Phonics curriculum. After 3 years, the curriculum produced significant progress in reading comprehension for average and above average students, though below average students did not advance substantially in…

Key concepts of the book include the lack of evidence supporting the neurological explanation for "learning disabilities," basic flaws in research based on this theory, and an alternative "interactivity" theory which posits that systemic economic, social, and cultural conditions are the principal influences contributing to learning failure. (DB)