Adolescents with nonverbal learning disabilities are characterized by poor fine graphomotor skills, poor organization, and inaccurate perceptions of social situations. Effective remedial interventions include training students in study skills, writing skills, organizational skills, and social skills, and in ways to plan, risk, and act on their own…

Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…

This paper comments on EC 603 157, which discusses cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. The commentary analyzes the separability of cognition and metacognition and raises questions about the identifiable components that contribute to the effectiveness…

Reports on a study of self-concept among 424 Greek elementary students classified as normal achievers, low achievers, and those with learning difficulties. Finds that special education students rated themselves lower than their normally achieving and low achieving peers on academic self-concept. (CFR)

Two experiments examined the role of phonemic processing in disabled readers. The first involved disabled and nondisabled second and fourth grade readers' ability to identify and discriminate phonemes. The second examined the effect of phonemic stimuli training on disabled readers who performed poorly in the first experiment. Training…

This study compared three motoric conditions (writing, tracing, and computer keyboarding) on the spelling performance of 48 third- and fourth-grade students with and without learning disabilities. No significant effect was found for either group. Interviews revealed that students preferred the computer condition but believed the writing and…

Two studies with 33 reading-disabled and 31 non-reading-disabled second through fourth graders indicate that young disabled readers may not be able to hold phonemic information in their memories long enough to make adequate discrimination of phonological information within syllables. (SLD)

Reports on studies which investigate the effectiveness of an interactive study strategy, RESPONSE, with regular and high-risk learning-disabled students at the junior high level. Finds that students take a noticeably vested interest in lectures and discussion as they listen for answers to their specific questions when using the RESPONSE strategy.…

In this interview, two collaborators in research on teaching foreign languages to learning-disabled students are questioned regarding specific foreign language learning disabilities, possible subtypes, diagnosis, policies of colleges regarding students unable to meet foreign language requirements, and recent research in the field. (PB)

Describes a 12-year program in which learning-disabled students visit an ice cream making company in Providence, RI. Provides instructional objectives and procedures for the activity. Includes suggestions for postactivity discussion and student evaluation. (CFR)

Examines whether the characteristic reading speed impairment of German dyslexic children resulted from a general skill-automatization deficit or a phonological deficit. Tests a dyslexic and nondyslexic group of boys in grade 2. Concludes that difficulties in learning to read are due phonological deficit and not a general skill-automatization…

School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…

Two studies that included high school students classified as at risk for learning a foreign language are described. The first compared at-risk students classified as learning disabled with at-risk students not classified as LD. The second investigated only students classified as LD, comparing them with and without discrepancies between their…