Roger Garrison's tutorial approach to writing instruction was adapted for elementary learning disabled (LD) students. The writing laboratory allowed fourth and fifth grade LD students to write and receive feedback on essays in which they expressed their own thoughts and feelings. (CL)

Finger spelling is a technique which helps children in first and second grade and remedial classes learn to spell short-vowel words, sound by sound, using their fingers as aids. (SW)

The author describes a method for teaching vowel sounds and rules to students weak in word attach skills. (SW)

The author cites issues involved in defining learning disabilities and suggests that it is a subcategory of underachievement. He summarizes his ongoing attempt to identify underachievers in kindergarten through a regression-referenced approach. (CL)

A model of perceptual processing which posits four primary components of perceptual processing (sensory encoding, perceptual integration, memorial classification and retrieval, and cognitive abstraction) is explained to be helpful in identifying the nature of the learning disabled child's perceptual disorders and in designing a remediation…

The Whisman Language Tutor program, a 10-level continuum of language acquisition developed to guide the teaching of syntactical structures through commands and questions, has successfully used learning disabled students as tutors for their non-English speaking peers. (CL)

A reversal design with multiple baseline features was used to assess the efficacy of self-instructions, self-correction, and a combination of the two on a nine-year-old learning disabled boy's handwriting performance. (Author)

The study involving 28 learning disabled (LD) elementary students developed and field-tested a microcomputer version of the Test of Written Spelling (TWS) to determine if examiner time and scoring errors could be reduced. Results supported the supposition that a computerized version of the TWS is advantageous for use with LD students. (SB)

The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…

The article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Among findings are that the vast majority of these studies are quasiexperimental in nature and control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies. (Author)

Analysis of 113 studies revealed that researchers most often selected their learning disabled sample on the bases of academic, age and sex, and intelligence components. Less than half used the process or exclusion components or included a description of grade placement. (CL)

Using a modified reception paradigm, 64 normal and learning disabled children (mean age 11 years) were required to solve unidimensional, disjunctive, or conditional connectives under standard-attending or enforced-attending instructions. (Author)

Experiment 1 showed that LD adults and normal third graders recalled significantly less of a story they had heard than university adults; sixth graders and community college adults were intermediate. In Experiment 2, simple repetition was shown to be extremely effective for improving story recall. (Author)

The literature on involvement programs for parents of learning disabled children was reviewed to discover the types of programs attempted, their results, and their implications. The most common program types were tutoring and counseling. Results for both types were generally positive. (Author)

Learning problem children older than 9 (N=132) completed the Self-Administered Student Profile, a test consisting of quotations gathered from children with learning disorders. Analysis indicated that the school and the child were more often in agreement than any other two data sources (including parents and the clinic team). (CL)