This article describes use of a comprehensive calendar designed to help college students with learning disabilities organize course assignments, assess assignments in terms of time allocation, and plan for the completion of assignments. The calendar design, which was implemented with students at the University of North Texas, involves task…

Discusses instruction in mnemonics to help students with disabilities and learning difficulties improve memory for school content. Discusses what mnemonic strategies are; offers general techniques for improving memory; and explains (with examples) the mnemonic techniques of using keywords, using pegwords, and using letter strategies. Also provides…

This article discusses the difficulties students with mild disabilities can have with note taking. It begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes. (Contains references.)…

Strategies to optimize spelling instruction for students with learning disabilities are presented. Teacher-directed techniques involve a test-teach-test sequence, reduced word lists, reinforcement, imitation plus modeling, analogy strategy, and constant time delay. Eight study techniques to help students improve their spelling skills are also…

The ability to effectively use reading as a study skill is critical to academic success at the middle- and high-school levels. In an age of high-stakes testing and accountability, content-area specialists, teaching multiple sections of students each day within clearly designated time periods, must focus the majority of their instructional efforts…

The article describes a cooperative learning activity to help mildly handicapped students learn specific study strategies. The activity involves silent reading followed by small group discussion, generation of questions, answering the questions, and use of the student-generated questions on a follow-up exam. (DB)

The article reviews what is known about memory strategy development and recommends that teachers of children with learning problems provide intensive training, offer feedback about the strategy, and suggest other situations in which the strategy could be used. (DB)

This article examines sociocultural factors that should be considered in the overall assessment and education of students with learning disabilities who come from culturally diverse backgrounds, and the implications of these factors specific to development and usage of learning strategies and study skills in the classroom. (JDD)

The "Cover, Copy, and Compare" self-instructional strategy for students with and without disabilities is explained and then applied to examples from elementary spelling, mathematics, and geography subject areas. Evidence of the method's effectiveness is provided. (DB)

The article describes seven methods to help special needs learners improve reading comprehension: the Pre Reading Plan; the six-step survey technique; semantic mapping; story maps; mental imagery; learning logs; and use of question-answer relationships. (DB)

Principles for ensuring effective use of semantic webbing in meeting study skill needs of students with learning problems are noted. Important study skills are listed, along with suggested semantic web topics for which subordinate ideas may be developed. Two semantic webs are presented, illustrating the study skills of multiple choice test-taking…

This article offers suggestions for teaching effective learning strategies to low-achieving students. It considers selecting the strategy, getting students involved, describing the strategy, modeling the strategy, remembering the strategy, practicing the strategy, and generalizing the strategy. Examples in composition and reading are offered. (DB)

This article discusses social behaviors related to success in school and offers practical suggestions for helping students with social-behavioral deficits to master them. Skills and subskills relating to peer relationships, work habits, and general coping are discussed. A teacher rating scale for assessing these skills is included. (PB)

This article offers the Integrated Strategies Instruction Model as a method for teaching content-area lessons to students with mild disabilities, using a variety of graphic organizers. The model lends itself to both teacher-directed and student-directed learning activities. (DB)

Suggestions on providing home-based support in student development and study skills focus on study skills inventories, time management, reference materials, reading rate, oral reports, test taking, note taking/outlining, listening, visual material, writing reports, and library usage. (DB)