Thirty learning disabled children were randomly assigned to two conditions focusing on sentence comprehension: a sentence anagram/word grouping treatment and a more traditional sentence study treatment. Subjects in the sentence anagram/word grouping condition had significantly higher cloze scores. (Author/BW)

Reading disabled children were given direct instruction on a medial vowel sound, practice on monosyllabic words containing the sound, and specific transfer training on nonsense syllables. Word attack strategy was varied for the five treatment groups. The initial bigram strategy yielded significantly better performance on transfer words. (Author/BW)

In two experiments, the authors tested the effect of two types of reading on the spelling memory of strange or sound-spelling inconsistent words in Dutch students with and without learning disabilities: standard reading and regularized reading. Standard reading refers to reading the word the way it has to be read. Regularized reading refers to…

An instructional program designed to help middle school students with severe learning disabilities learn about story themes, and focused on enhancing ability to generalize to themes not included in the instruction, was evaluated. Findings indicate students with learning disabilities can profit from instruction geared toward abstract higher order…

This study investigated the transfer of four study rules from pictures to a prose recall task by learning disabled adolescents. Subjects receiving extensive direct training that included problem isomorph recognition surpassed the control group on posttests. Instructed subjects did not differ from nondisabled subjects in use of learning strategies.…

Learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicated no main effect for experimental condition. Interaction was found, however, between pretreatment locus of attribution and experimental condition.…

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)

Effects on quantity and quality of student compositions of mechanical interference, rate of production, and contentless production signals to write more were studied for 24 learning-disabled (LD) fourth and sixth graders. Results indicate that LD students' writing problems are partly a result of difficulties with mechanics and sustaining…