This article describes a new technique for improving the reading comprehension of elementary students. The Coop-Dis-Q technique combines cooperative learning, discussion, and questioning strategies to create a synergistic instructional effect. The specific steps of the technique and successful use of the technique in a fifth-grade classroom are…

Three factors tied with secondary student success in content-area reading are demonstrated: validated teacher-focused and student-focused interventions, integrated and comprehensive service delivery systems, and well-designed, data-based professional developmental programs. The key role that school administrators play in ensuring each of the…

Interviews regular and special education teachers concerning knowledge and attitudes towards attention deficit hyperactivity disorders (ADHD) and learning disabilities (LD). Determined that general knowledge was low among both groups. Three-quarters of teachers favored increasing peer awareness as to problems LD students encounter at school. No…

Two students with language learning disabilities (LLD) and two younger typically developing peers were videotaped in their emergent reading groups for analysis of the distribution, types, and functions of teaching scaffolding sequences. Both the regular and special education teachers used primarily directive scaffolding sequences and provided…

Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…

This article describes the Cognitive Strategy in Writing program (originally intended for elementary-age students), and adaptation and application of the social constructivist approach with seven junior high and high school students with learning disabilities. Pretest-posttest assessment indicated dramatic improvements in overall quality and…

Nonacademic subscales (social acceptance, athletic ability, physical appearance, and behavioral conduct) of the Self-Perception Profile for Learning Disabled Students and the Children's Depression Inventory were administered to 83 fifth graders and 88 eighth graders (66 with learning disabilities). Self-perceived social acceptance was related to…

Examines the role of executive function, or the ability to maintain the appropriate problem-solving set for attainment of a future goal, in academic success. Describes causes of executive function deficits, common manifestations, methods for assessing the problem, and strategies for remediating related problems. (26 citations) (MAB)

Students (ages 6-10, n=144), grouped by age and reading ability, were administered tasks with a demonstrated relationship to reading. The concept of dyslexia was supported only for the older group, for whom dyslexia appeared to be either a phonological deficit or a developmental lag. (Author/DB)

This study, involving 40 general educators each with at least 1 student with a learning disability, found that teachers who received instructional recommendations on how to incorporate curriculum-based measurement feedback into their instructional planning designed better instructional programs and effected greater achievement for their students,…

Middle school students (n=86) with learning disabilities or emotional disturbance who participated in Cooperative Homework Teams achieved a higher rate of homework completion and higher percentage correct on homework than controls but did not perform better in mathematics achievement. Significant effects were found for grade level but not for type…

This article identifies problems in traditional spelling instruction for students with written language difficulties, notes remedial approaches, and considers adaptive approaches including the use of electronic spellcheckers. The use of personal student spelling dictionaries is recommended for both whole language and strategy language arts…

This longitudinal study followed the social development of 239 students (including 10 students with learning disabilities) from kindergarten through fifth grade. Repeated measurements of peer acceptance, reciprocal friendship, self-concept, and social skills found a substantial amount of instability in social competence components for the students…

This response to Vaughn and Hogan (EC 608 627), who reported a longitudinal study on the social competence of 10 children with learning disabilities, looks at problems in doing longitudinal research; the influence of environmental factors; and developmental issues. Possible interventions with children having consistent social problems are noted.…

This article addresses issues concerned with British adolescents at Key Stage 4 of the National Curriculum who have learning difficulties and do not achieve a "G" grade for the General Certificate of Special Education. Types of alternative accreditation are discussed, and implementation in three mainstream schools is recounted. (DB)