This study analyzed spoken narratives of 10 high-achieving and 10 under-achieving gifted adolescents. Results suggested that language problems are common in underachievers. Variables contributing most to differences were number of complete episodes produced, number of statements referring to characters' internal states, reactions of characters to…

Discusses cultural influences on the definition of disability, explaining the distinction between what is in students and what the cultural construction for them is; exploring eastern and western conceptions of people with disabilities; noting the negative consequences that the American construction of disability brings to people with…

The following principles of systemic reform can guide improved services for inmates with learning disabilities: (1) involve all stakeholders in creating a shared vision and action plan; (2) enlist administrative support; (3) provide meaningful, ongoing professional development; (4) identify resources; and (5) monitor and improve the change…

Discusses the gendered experiences and lifelong learning opportunities of people with learning difficulties (LD). Notes theories of late modernity, their use by feminist and disability studies theorists, and their relationship to a learning society. Using case studies, argues that the identities of people with LD are not chosen freely from many…

A follow-up study investigated outcomes for 53 college-able adults with learning disabilities compared to 41 typical peers 8-15 years after exiting college. No significant differences were found on educational attainment, employment rate, congruity between academic preparation and occupation, job satisfaction and maintenance, occupational status,…

Compares two meta-analyses of instructional interventions for students with learning disabilities conducted by Gersten and Baker, and Swanson, focusing on issues of grouping and reporting such studies and of treating differing outcome measures. Considers the identification of important instructional components in both meta-analyses. (JPB)

The author's experiences with short-term interventions show that students with identified learning disabilities exhibit no problem-solving difficulties when problems are interesting and engaging. In fact, studies show that adolescents with suspected learning disabilities can match nondisabled students' performance on complex math problems.…

Teaching the cognitive behavior modification technique of self-instruction to students with learning disabilities involves seven steps: (1) cognitive modeling; (2) overt external guidance; (3) overt self-guidance; (4) modeling of faded overt self-guidance; (5) fading overt self-guidance; (6) modeling of covert self-instruction; and (7) covert…

This article proposes a set of criteria for reporting meta-analyses of topics in learning disabilities. Application of the criteria to examples of published meta-analyses reveals the wide variation in amount of reported data, which could influence the summative results of meta-analyses and subsequent judgment of face validity. (Author/DB)

The importance and relevance of longitudinal research in learning disabilities is addressed, including its value in verification of appropriate hypotheses concerning particular developmental patterns and debunking of misconceptions. Examples from various longitudinal studies are given. (DB)

Computers have the potential to help adults with learning difficulties in innovative and empowering ways. Promising developments include touch screens, voice recognition, and multimedia. (SK)

Presents a study that examined the differences between mathematically disabled children and mathematically normal children in a cross-sectional perspective. Concludes that mathematically disabled children need mathematics instruction to move from a focus on computation to strategy-learning activities. Contains 44 references. (Author/ASK)

Examines the institutional construction of soft or mild disability by special education as a process of pre-incarceration in schools. Argues that labels of soft disability suspend the educational and citizenship participation of disadvantaged students. Outlines variation and inquiry as alternative concepts that may reverse the negative school…

Reports the effects of a highly structured individually administered remedial teaching program for children with reading difficulties. Argues that the reading accuracy and phonological awareness results are in keeping with the phonological-core variable-difference model of reading disability. Finds no obvious benefit in using IQ to select children…

Reviews research on reading comprehension for students with learning disabilities focusing on studies on instruction to improve comprehension of narrative text and expository text. Discusses emerging issues in the field, including use of socially mediated strategies, teaching multiple strategies to students, and teaching specific strategies as…