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Raschke, Donna; Alper, Sandra; Eggers, Elaine – Preventing School Failure, 1999
Describes a technique for helping children learn the names of the letters of the alphabet. In the Alphabet Mnemonic System, each alphabet letter is assigned a phrase that will cue the learner to recall the name of the letter. A table is provided of the mnemonic alphabet cues. (CR)
Descriptors: Alphabets, Beginning Reading, Cues, Elementary Education
Peer reviewed Peer reviewed
Mullins, June; And Others – Journal of Learning Disabilities, 1972
Descriptors: Exceptional Child Education, Handwriting, Learning Disabilities, Letters (Alphabet)
Burnham, Jon A. – Academic Therapy, 1986
Middle and secondary school students who continue to display reversal problems despite intervention should be taught to compensate. Compensation can be based on the student's common error problems. (CL)
Descriptors: Lateral Dominance, Learning Disabilities, Letters (Alphabet), Middle Schools
Polloway, Edward A.; Polloway, Carolyn H. – Academic Therapy, 1980
A four-step instructional procedure to assist the learning disabled child to distinguish the distinctive features of letters is described. The procedure involves distinguishing the lower case "b" via a fading out technique from its upper case counterpart "B." The letter directionality can be cued so that the "b-d" distinction is readily apparent.…
Descriptors: Discrimination Learning, Elementary Education, Learning Disabilities, Letters (Alphabet)
Deno, Stanley L.; Chiang, Berttram – 1979
The paper examines the nature and remediation of reversal errors in five severely learning disabled boys (9-11 years old). Results of four phases (baseline and incentive conditions) are analyzed for timed and untimed performance of letter recognition. Among results cited are that for all Ss, errors in naming occurred with the letters p, d, b, and…
Descriptors: Children, Error Analysis (Language), Exceptional Child Research, Intervention
Kremin, Helgard – Langages, 1976
This article reviews studies done on alexia and describes experiments designed to distinguish qualitatively between pure alexia (marked by the absence of oral and written problems) and other forms of alexia. (Text is in French.) (CLK)
Descriptors: Aphasia, Dyslexia, Language Research, Learning Disabilities
Peer reviewed Peer reviewed
Goodman, Mark D.; Cundick, Bert P. – Journal of Learning Disabilities, 1976
Descriptors: Color, Elementary Education, Exceptional Child Research, Learning Disabilities
Peer reviewed Peer reviewed
Clifton-Everest, I. M. – Journal of Genetic Psychology, 1974
Describes two experiments which investigated the importance of immediate memory in explaining the defects of children with specific learning disabilities. A group of such children and group of normal children were compared with respect to their performance on an immediate memory task involving the recognition of letter trigrams. (Author/CS)
Descriptors: Auditory Discrimination, Character Recognition, Children, Interference (Language)
Peer reviewed Peer reviewed
Oldrieve, Richard M. – TEACHING Exceptional Children, 1997
Describes the structured internalization spelling method, which uses a series of small, graduated steps to teach students with learning disabilities to transcribe phonological sounds (phonemes) as alphabetic letters (graphemes) onto paper. The implementation of the program and the benefits of structured internalization are presented along with a…
Descriptors: Elementary Secondary Education, Graphemes, Learning Disabilities, Lesson Plans
Burgett, Russell; King, James – 1989
A study compared peripheral vision applied to letter-pair and Dolch word recognition. Subjects, 6 normal readers, 12 Chapter 1 students, and 34 learning disabled (and assumed dyslexic) students from grades one through three enrolled in a parochial school, a public school, and a university summer reading clinic, completed a test designed to…
Descriptors: Dyslexia, Learning Disabilities, Letters (Alphabet), Primary Education
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Cohn, Marvin; Stricker, George – Journal of Learning Disabilities, 1979
To examine the association between reversal errors and neurological disorders, 409 first graders were asked to name the letters of the lowercase alphabet presented in fixed, nonalphabetical order. (Author)
Descriptors: Cognitive Processes, Elementary Education, Error Patterns, Exceptional Child Research
Peer reviewed Peer reviewed
Braggio, John T.; And Others – Contemporary Educational Psychology, 1980
Letter pairs that could not be distinguished by learning disabled children were presented using an acquisition-reversal learning paradigm. Relevant external stimuli facilitated discrimination; in reversal, the cues were irrelevant. This technique facilitated learning, as well as retention four days later. (Attentional deficits are discussed). (GDC)
Descriptors: Attention Control, Cues, Dyslexia, Intermediate Grades
Peer reviewed Peer reviewed
Deno, Stanley L.; Chiang, Berttram – Learning Disability Quarterly, 1979
Ss were presented with the task of naming lower case letters "b,""d,""p," and "q" in 30-second and untimed trials, respectively. The results, in general, showed that reversal errors decreased abruptly when incentives were introduced and, in some instances, did not increase when incentives were removed. (Author/DLS)
Descriptors: Dyslexia, Elementary Education, Exceptional Child Research, Labeling (of Persons)
Hermann, Ruth; Singer, Vivian Hermann – 1989
Intended for use by teachers, this guide suggests classroom techniques for using "Write Now," an Apple II program with music, motion, and pictures, to facilitate the teaching of manuscript handwriting skills to elementary school students. "Write Now" shows the student how to form curves and lines when writing letters of the…
Descriptors: Adult Basic Education, Computer Assisted Instruction, Courseware, Handwriting
Peer reviewed Peer reviewed
Terepocki, Megan; Kruk, Richard S.; Willows, Dale M. – Journal of Learning Disabilities, 2002
A study investigated letter orientation confusions (reversals) in the reading and writing of 10 children with reading disabilities and 10 typical readers (age 10). Individuals with reading disability made more orientation confusions. Orientation errors were more frequent for reversible than for nonreversible items in tasks involving long-term…
Descriptors: Elementary Education, Graphemes, Incidence, Learning Disabilities
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