To improve memory in children in early grades or in children at all ages with cognitive problems, it is suggested that the teacher provide verbal interpretations of pictorial information, encourage children to verbalize the pictured material for themselves, and encourage children to create their own mental pictures. (SBH)

Describes an activity which successfully gets all students in a class (including those with reading disabilities) involved in constructing sentences and learning grammar and punctuation. (JM)

The differential diagnosis of learning disabilities (LD) and emotional or behavioral disorders is complicated by the high incidence of concomitant emotional or behavioral disorders in LD children. (DB)

Attempts to answer several questions posed by researchers in agraphia. The questions concern analysis of errors in sensory aphasia; a typology of sensory agraphia; a possible relationship between sensory agraphia and sensory aphasia; and questions of a neurolinguistic order and those of a purely linguistic order. (Text is in French.) (AMH)

Reviews research on teaching spelling to the learning disabled and presents instructional recommendations. Examines research on reduced unit size and distributed practice, imitation plus modeling peer tutoring strategy training, self-monitoring generalization training, and microcomputer-based remediation. (KH)

When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…

Teachers' decisions regarding size and composition of student groups working at the computer can have positive cognitive and social effects for both handicapped and nonhandicapped students. (DB)

Learning disabled students need systematic instruction in thinking skills. Both individual clinical studies and group programs have proven such training effective. Some important thinking strategies include goal clarification, previewing, organization, questioning, imagining, predicting, checking results, humor, and self-monitoring techniques. (DB)

The original authors respond to a critique of their meta-analysis of 94 studies which had failed to support the presence of distinctive Wechsler Intelligence Scale for Children profiles for learning disabled children. The critique contended such a pattern does exist. (Author/DB)

As part of a continuing dialog concerning the validity of a meta-analysis of 94 studies suggesting that there is a lack of any distinctive pattern in the Wechsler Intelligence Scale for Children (Revised) profiles for learning disabled children, this article maintains the view that such differences do exist. (DB)

The article details a rationale and procedures for assessing the mathematics learning environment of learning disabled students. Such assessment can include measures of the student's exposure to instruction, quality of curriculum and instruction, and the student's responses. Examples demonstrate assessment procedures and resulting instructional…

The concept of intelligence in current models of learning disabilities (medically based, perceptual processing, ability-achievement discrepancy, and alternative viewpoints) is addressed in general terms. Ability-achievement discrepancy models place the most emphasis on intelligence, but focus on intelligence test scores rather than on any…