Via a demonstration-plus-model technique, the equal additions method of subtraction was used to teach seven learning disabled students (grades 3-5) subtraction requiring reqrouping. Results suggested that instruction in the equal additions method was effective in producing an increase in student computaton of subtraction with regrouping. All Ss…

The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies to teach mildly disabled students "how to learn" so they can more effectively cope with increased curriculum expectations. (Author/CL)

Instructional procedures that teach spelling words in small instructional units, provide relevant practice with corrective feedback, and emphasize transfer to novel words and to writing sentences can substantially circumvent the effects of learning disabilities. (CL)

Instructional techniques and modifications in independent study tailored to the needs of gifted, learning disabled students are described. (JW)

Learning disabled children ages 8-11 may need help to request clarification of speakers (an intergral part of everyday conversation) through activities designed to increase their facility with question forms and improve referential communication skills. (CL)

Suggestions are given to teachers of learning disabled students regarding writing instruction. Six pointers concern techniques to avoid (such as overemphasis on grammatical errors) as well as approaches to provide appropriate feedback (such as offering individualized feedback, preferably at the prewriting stage). (CL)

A "whole person" approach to spelling instruction included use of visualization, relaxation, music, suggestion, and memorization techniques for nine secondary students with poor spelling. All students demonstrated improved spelling skills as well as increased self-esteem and self-awareness. (CL)

The process/conference model of writing instruction is described for intermediate-level learning disabled students. Students proceed through several stages of writing (rehearsal, drafting, revising, editing, and rewriting) during which they have conferences with the teacher and eventually publish their writing. (CL)

Computer logic is advised for teaching learning disabled children because the computer reduces complicated problems to series of subproblems, then combines solutions of subproblems to solve the initial problem. Seven examples for using the technique are given, including solving verbal math problems. Encourages teachers to learn computer…

Seven learning disabled children (six-nine years old) participated in classes featuring Slingerland (group multisensory activities) or Sullivan (individualized traditional) reading approaches. Both groups evidenced nearly equal improvement in differing areas. Possible reasons contributing to the appeal of the Slingerland approach are noted. (CL)

A resource teacher of learning disabled adolescents describes a cognitive strategies approach designed to allow students to generalize skills to other tasks. This approach focuses on such skills as gaining information from texts, performing more accurately on tests, and presenting written work attractively and cogently. (CL)

A highly structured six-step strategy to teach paragraph organization skills to learning disabled secondary students revealed that the students, who were beginning rather than remedial writers, could profit from a formula writing approach that focused on one writing component at a time with maximum practice. (CL)

An example is provided of remediation activities for learning disabled adolescents having a specific computation difficulty with place value and the subtraction with regrouping algorhythm. A seven-day remediation procedure, which may be used with the other basic operations, fades from the concrete to the symbolic mode. (CL)

The article suggests that work with fractions deals with fundamental computation deficiencies and maintenance of interest of beginning secondary learning disabled students. Offered are 10 sequences and strategies for teaching fractions, remediation guidelines, as well as comments on drill sheets and daily scheduling. (Author/MC)