Illustrates how the gap between educational research and educational practices can be bridged by describing laboratory work on the effectiveness of particular mnemonic strategies with students with learning disabilities, followed by efforts in adapting these strategies to school curriculum and testing the strategies in classroom applications.…

This study compared 28 preadolescents, either with or without learning disabilities (LD). Students with LD had less effective monitoring skills, lower attributions to effort, and a wider range of depressive symptoms. Results are discussed in relation to Borkowski's model that relates behavioral patterns of children facing school tasks with…

This article discusses similarities and differences between learning to read and spell words. While the processes are closely related and correlations between reading and spelling are high, the amount of information to be drawn from memory is greater for spellers who must produce multiple letters correctly sequenced than for readers. (Contains…

This article describes "Solve It!," a research-based instructional program for middle school students who have difficulty with mathematical word problems. It describes the theoretical framework of the program, reviews research on the program, presents an overview of the program, and discusses implementation issues such as finding time for…

This article presents instructional factors that teachers should consider when selecting multimedia materials appropriate for students with learning disabilities. Specific programs and Web sites that use design features effectively are discussed, and problematic features in multimedia software packages are described, along with strategies that…

A study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of 54 elementary students with learning disabilities and mild mental disabilities. The combination of curriculum-based measurement and self-monitoring resulted in…

Discusses the development of self-advocacy in adolescents with learning disabilities and describes eight guidelines for creating collaborative communications among teachers, parents, and students. Guidelines stress the importance of using portfolios for monitoring progress, encouraging parents to volunteer, having students evaluate themselves, and…

Discusses a process for integrating technology adaptations for students with learning disabilities into cooperative-learning activities in terms of three components: (1) selecting adaptations; (2) monitoring use of adaptations during cooperative-learning activities; and (3) evaluating the adaptations' effectiveness. Barriers to and support systems…

A review of 21 research studies on computer-assisted instruction (CAI) in mathematics with students having learning disabilities found that drill and practice formats have predominated over game, tutorial, or simulation formats. Overall, CAI was found to be an effective medium for mathematics instruction. Suggestions for further research and for…

Discourse analysis of audiotapes of simulated telephone hotline conversations of adolescent dyads consisting of either one, two, or no adolescents with learning disabilities (LD) found that adolescents with and without LD were equally skilled at requesting advice, but adolescents with LD had significantly greater difficulty generating solutions to…

Urges "watering up" the curriculum for adolescents with learning disabilities and identifies principles associated with making knowledge construction more meaningful. Offered are specific instructional techniques for use in inclusive settings, such as focusing on teaching big ideas, promoting elaboration, relating to real-world contexts, and…

Discusses the ethical concern often faced by college faculty in balancing the needs and rights of students with learning disabilities with the academic integrity of the course, program, and institution. Briefly defines learning disabilities and federal regulations concerning them. Examines ethical issues and some misconceptions, and makes…

Examines reading-style preferences of 53 Jamaican students with learning disabilities in New York public schools. Indicates that variables most strongly preferred by all students were persistent, kinesthetic, tactual, environmental, motivational, and mobile. Students also preferred reading in the morning. Finds least preferred variables were…

Includes reactions to "The Learning Age" from the following: A.G. Watts, Richard Taylor, Richard Ely, Carole Stott, Donald Rae, John Lawton, Philippa Langton, Mary Lord, and Sarah Perman. Emphasizes the need for practitioner input from their varied experiences and for knowledge of client groups into the continuing development of the…

Contains four articles: (1) "And the Walls Came Tumbling Down: Including Children Who Are Differently Abled in Typical Early Childhood Educational Settings"; (2) "On Teasing, Taunting, and 'I Can Do It by Myself'"; (3) "A Teacher's Responsibility--To Be Enthusiastic about Teaching Fast and Slow Learners Alike"; (4) "A Child with Severe Hearing…