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Learning Disabilities: A Multidisciplinary Journal, 2012
The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…
Descriptors: Scientific Research, Learning Disabilities, Accountability, Research and Development

Clark, Frances L. – Learning Disabilities: A Multidisciplinary Journal, 2000
This article presents the strategies instruction model as an effective intervention for students with learning disabilities. It describes the model's components (curriculum, instruction, environment), its theoretical basis, the teacher's role, teacher-student interaction, and appropriate contexts. Studies of the model's effectiveness are…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Intervention, Learning Disabilities

Kline, Frank – Learning Disabilities: A Multidisciplinary Journal, 2000
This article summarizes the journal's special issue on intervention research for students with learning disabilities with emphasis on common themes in the preceding papers: (1) modeling in instruction, (2) the provision of feedback, (3) instruction for generalization, and (4) teacher preparation. (Contains one reference.) (DB)
Descriptors: Educational Principles, Elementary Secondary Education, Feedback, Generalization

Parrill, Melinda; Satterfield, Jule – Learning Disabilities: A Multidisciplinary Journal, 2000
This article summarizes the journal's special issue on educational intervention research for students with learning disabilities and identifies the following common themes in the preceding papers: (1) effective teaching, (2) the match between teacher and learner characteristics, (3) flexibility in delivery and use, and (4) teacher and student…
Descriptors: Educational Principles, Elementary Secondary Education, Instructional Effectiveness, Intervention