This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first-year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive…

Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their…

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one…

Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can…

The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to…

This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th--10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the…

The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational…

A step-by-step plan is presented for teaching a mnemonic strategy that students with and without learning disabilities can use to improve word recognition skills. The SCUBA-D strategy involves (1) Sounding it out, (2) Checking sentence clues; (3) Using main idea and picture clues, (4) Breaking words into parts, (5) Asking for help, and (6) Diving…

This article describes the Peer-Assisted Learning Strategies (PALS) program for developing reading skills in grades 2-6. It notes a 3rd grade teacher's perspective and reports on research and development efforts supporting use of PALS reading with students with learning disabilities. Noted is the recent extension of PALS reading downward into…

A study involving 36 (10-12 years) learning disabled (LD) students with reading problems and 36 regular class students matched with LD subjects for reading age demonstrated the benefit of training LD students to use metacognitive activities in reading comprehension. (Author/CL)

A study investigated what reading and study strategies students with identified reading-related learning disabilities employ at the post-secondary setting and how the use of strategies differ for students who succeed in particular courses versus those who do not do as well. Nine students with reading-related learning disabilities participated in…

This conference paper provides examples of reading comprehension strategies that can be used with students with learning disabilities or reading comprehension difficulties. Before reading, during reading, and after reading strategies are presented. The before reading strategies, which activate the students' background knowledge and attention,…

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Describes a metacognitive strategy that has shown the ability to improve the reading comprehension of poor readers and learning disabled adolescents. (FL)

A practicum was developed to aid second graders who were experiencing difficulties in reversals and transpositions of letters, words, and numbers in written language and math. At each teacher's recommendation, one or two children demonstrating reversal problems were given help to reduce their reversals. A series of language arts and math tests…