The paper discusses several strategies for promoting literacy, which teachers can share with parents of exceptional children who are having difficulty learning to read and write. Strategies include: reading aloud to children, modeling reading behavior, writing to and with children, and responding to children's reading and writing. (JDD)

Forty-three preschool children with language, behavioral, and learning difficulties were administered the Children's Analogical Thinking Modifiability Test, which uses a test-teach-test approach. The group receiving difficulty-contingent, individualized instruction (referred to as mediation) performed significantly better on the posttest, while…

Examined potential central processing strategy differences among subgroups of children on a series of elaborative encoding tasks. Children in lower verbal and learning ability subgroups differed from those in higher ability groups in how they shared, discriminated, and selectively allocated resources between recall tasks. (RH)

Describes symptoms of learning disabled (LD) children and describes often-associated affects of learning disabilities on child's social skills. Recommends residential camp setting for LD children, suggesting the "learn-by-doing" environment helps them overcome challenges and to improve self esteem. Offers tips for designing LD camp programs. (TES)

Describes 1983 pilot program to train regular teachers as special education "extension agents" or "teacher-consultants" for rural South Carolina elementary schools. During three summer sessions, teacher trainees received coursework and instructed mildly handicapped, learning disabled, and mentally retarded children,…

This article discusses the identification of learning-disabled and gifted students as well as the characteristics of the gifted learning-disabled. The reasons for failure to identify gifted learning-disabled students are examined, and procedures to help ensure identification of this group are outlined. (Author/JDD)

Case studies are presented for 4 gifted learning-disabled students, ages 8-16. The students received a multidisciplinary assessment which indicated that psychometric test scores need to be supplemented with informal assessments; historical data; direct student observation; task analysis of permanent products; and information from parents,…

The Language Services Department in the Cleveland Heights-University Heights (Ohio) City School District is presented as a model for the extension of language support services in public schools. Described are the district's Bilingual Education, English as a Second Language, and English as a Standard Dialect programs. Appendices include…

This examination of the frequency of occurrence of multiple meaning expressions in the oral speech of teachers found that such expressions as indirect requests, idioms, similes, metaphors, and irony were used in about 36 percent of all utterances by two different teachers at each grade level from K-eight. Implications for language-impaired…

Finds that Holland's Self-Directed Search--Form E was a feasible method of vocational assessment for 25 rural, learning disabled, secondary students when individual assistance was provided on request. Presents scores on six occupational environments and corresponding personality types, and relationships to students' reading level and measured…

The differences between learning disabled (LD) and non-LD children's problem-solving protocols were analyzed during a picture arrangement task. Although the groups of 29 LD and 27 non-LD children were comparable in global mental processing and task performance, LD children had difficulty with representing problems and deleting irrelevant…

Literature related to the definition, identification, characteristics, and intervention for gifted learning-disabled students is reviewed. Under-researched areas revealed include identification of characteristics and effectiveness of specific interventions. Issues in gifted/learning-disabled education and suggestions for future research are…

Twenty-nine high-school students were taught ratio and proportion word problems using either an interactive videodisc program incorporating empirically validated curriculum design principles or a teacher-taught program with basals. Both groups, composed of remedial and learning-disabled students, made substantial performance gains, with the…

Advocates ecological and normalizing approaches for teaching art to disabled students. Argues against a medical model by stressing that art education should not be designed to compensate for the behaviors and characteristics of a diagnosed disability. Refers to several programs which are based on these beliefs. (KO)

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)