This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

The study examined how adding students with learning disabilities (LD) to regular education classrooms changed the behavior of nonhandicapped students and their teachers. Initial observations were of mainstream classes containing no learning-disabled students. Observations were again conducted after LD students had been mainstreamed for 8 months.…

Twelve learning-handicapped elementary students were exposed to synthetic speech. Subsequently, the children identified a higher percentage of stimulus words presented by a speech synthesizer than did children in a limited exposure group. Both groups correctly identified more words presented by a tape recording than presented by the speech…

The purpose of this study was to implement differentiated and peer-mediated instruction to determine if these instructional interventions were successful in preparing students with disabilities for state standardized tests. In addition, this study identified how exceptional needs learners responded to techniques utilized during differentiated and…

This study examined the extent to which categorical differences exist in the instructional environment for students with mild handicaps. Subjects were 30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped students in grades 2-4. Twenty-four special education teachers and 54 regular…

Instruction types and amounts were observed for 30 educably mentally retarded, 30 learning-disabled, 32 emotionally/behaviorally disabled, and 30 nonhandicapped students in grades 2-4. The groups were compared on time allocation, grouping arrangements, student responding, qualitative nature of classroom instruction, and the home learning…

Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…

In view of the dramatic increase in the use of television in the classroom, this study examines whether television captioning, technological enhancements to captioning like highlighting key concepts, and the presence or absence of other "advance organizers" in the classroom affect the comprehension and preferences of students with learning…