Describes the Cognitive Acceleration through Science Education (CASE) project which can be used for all ability level students. Explains the Thinking Science activity, "The Behavior of Woodlice". (Author/YDS)

Reviews strategies and modifications that are helpful for students with learning disabilities and their mathematics teachers. (YDS)

Examines the effectiveness of Direct Instruction for teaching fraction and decimal skills to four seventh-graders with learning disabilities. Provides results which show the Direct Instruction group outperformed their peers on both standardized and informal assessments. Discusses implications for teachers, administrators, researchers, teacher…

This article discusses combining two effective instructional methods (Classwide Peer Tutoring and a spelling strategy) to help students acquire and maintain spelling competence inside and outside of the classroom. The spelling strategy, SPELLER, is a seven-step strategy that uses visual imagery, systematic testing, and auditory reinforcement.…

This article describes a process-oriented writing program for use with learning-disabled students at all grade levels. Strategies for helping students at the planning stage, the drafting stage, and the evaluation and revision stage are offered. (DB)

A literature-based model of good information processing is sketched describing how metacognitive knowledge influences strategy selection and use. Three problems for learning-disabled students in using study strategies productively are discussed: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and…

Highlights the classroom teacher's role in assessing and planning solutions for learning-disabled students. Presents an informal yet systematic assessment method for identifying learning disabilities. Suggests ways of incorporating several teaching methods simultaneously to individualize instruction. Underscores the importance of working as…

The article describes a four-step procedure for constructing two types of graphic organizers (hierarchical and compare/contrast) to help secondary academically handicapped students gain information from textbooks. Implementation methods include teacher-directed, student-directed with text references, and student-directed with clues. Testing…

The article reviews the research on composition and transcription writing skills conducted with elementary-aged learning-disabled students and published during the last five years. Conclusions are drawn concerning the influence of: text production method, specific interventions, text structure knowledge, word presentation form, and…

The need for direct, systematic vocabulary instruction in improving language comprehension abilities of hearing-impaired and learning-disabled students is discussed. Vocabulary instruction should be knowledge-based and should be combined with extensive reading opportunities. Sample instructional techniques, such as word maps, semantic feature…

Research on text processing is reviewed including the role of text structure and summarization ability. Implications for the instruction of learning-disabled students include strategy instruction and instruction in such text processing skills as identifying main idea and identifying text structure. (DB)

Explains how a hermit crab, the classroom pet for a class of learning disabled elementary level students, stimulated various writing-related activities, including categorizing, information gathering, and poetry writing. (MM)

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…

A systematic search of academic intervention research with students with learning disabilities published from 1978 through 1987 in eight major special education journals revealed that academic intervention with this population has received scant attention. Under- and unresearched areas are also identified. (Author/MSE)

Describes six remedial activities that teachers can use to help their learning-disabled students improve their handwriting. Provides a rationale and a step-by-step example to illustrate how to carry out each activity. (MS)