Examined the ability of the Learning Disabilities Diagnostic Inventory (LDDI) to differentiate between postsecondary populations with and without learning disabilities. Found that the LDDI is a reliable method for identifying the possibility of a learning disability in postsecondary students. (EV)

Explores policies and practices that support the creation of a successful learning environment for postsecondary students with learning disabilities. Outlines the learning challenges that learning-disabled students face and discusses the legal mandate for accommodating students with learning disabilities. Outlines the pedagogical rationale for…

The study validated a method of identifying children (in grades four-six) with specific reading disabilities by identifying discrepancies between their reading and listening comprehension abilities. The test requires children to listen to or read alternate sentences. The method may be more appropriate than measures which examine discrepancies…

Spelling performance by learning-disabled sixth-grade students (n=21) was compared with that of age-matched normally achieving students and younger, normally achieving students. Learning-disabled students scored significantly lower on all tasks. Results indicated differences in mastery of the past tense spelling rule "-ed," and in some subskills…

The overview to the special issue on adults with learning disabilities introduces the five articles and notes the trend during the 1980s of increasing understanding of learning-disabled adults. Articles address postsecondary education, eligibility for services, adult outcomes, spelling, and the Woodcock-Johnson Psycho-Educational battery. (DB)

The study compared the temporal organization of motor speech in dyslexic adolescents and adults without overt speech difficulties (N=91), matched normal readers, and learning-disabled adolescents (N=50) without reading difficulties. Dyslexic subjects showed more evidence of motor speech deficits than did subjects in either control group. (DB)

A forward-gating procedure employing familiar monosyllabic words was used in auditory testing of age- and gender-matched elementary students with and without learning disabilities. Results indicate auditory closure skills were comparable between disabled and nondisabled subjects, but sensory discrimination problems may contribute significantly to…

This study examined cognitive correlates of social perception in 32 learning-disabled elementary students. Three subtests of the Wechsler Intelligence Scale for Children-Revised and the Profile of Nonverbal Sensitivity were used as measures. Subtests for Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual…

Adult educators must ensure that students with learning difficulties can choose from a wide range of subjects, are not segregated from other adult learners, are treated as adults, and have advocates. (SK)

The memory processes of 24 learning-disabled adolescents were compared to those of 13 nondisabled age-level and 13 nondisabled reading-level counterparts. Subjects performed similarly to reading-level peers on global recall measures, but actual processing was more similar to their age-level counterparts. (Author/JDD)

The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD)

Suggestions for teaching adults with learning disabilities include making certain they understand assignments; helping them with recall strategies and response modes; using a range of symbol systems; encouraging them to ask for clarification; fostering oral communication and self-monitoring skills; encouraging the use of books on tape; providing…

Suggests redesigning the solo segment of outdoor programs to maximize the reflective experience of each participant. Discusses the cognitive problems of many young offenders, the component skills of reflection, and the use of individualized preparation or more active, survival-oriented solos to facilitate participants' reflective thinking. (SV)

Interviewed approximately 25 street children in Johannesburg, South Africa, and social services and educational personnel providing services to these children. Street children had experienced stress within their family, school, and society. Many came from structurally disadvantaged homes. Approximately 90 percent were identified as learning…

Briefly reviews conceptual and operational limitations of classic approaches to classifying learning disabled children. Examines new classification research with learning disabled populations which is investigating alternative classification schemes through systematic and empirical hypothesis-testing paradigms, and sparking renewed interest in…