This article traces the development of 22 children with learning disabilities and 22 controls at ages 1, 2, 10, 18, and 32 years. Most learning-disabled individuals made a successful adaptation to adult life, with marriage, divorce, and employment rates similar to the cohort as a whole. Clusters of protective factors were identified. (Author/DB)

The relationship of print exposure, measured by the Title Recognition Test (TRT), to word reading and reading comprehension was studied for 36 reading-disabled and 49 nondisabled students in grades 5 through 9. The power of the TRT to predict word reading and reading comprehension is discussed. (SLD)

Comparisons of Wechsler Intelligence Scale for Children-Revised scores, for 24 children with learning disabilities demonstrating a low verbal, high performance intelligence quotient (IQ) discrepancy and 33 slow learning children having uniformly low verbal and performance IQs, revealed few cognitive differences beyond the Performance Scale…

This study examined the development of reading and phonological processing abilities of 209 first graders assessed at the beginning and end of the school year. The discriminant analysis, based on reading and intelligence data, correctly identified later group membership (students with and without reading disabilities and "garden variety" poor…

This study compared three motoric conditions (writing, tracing, and computer keyboarding) on the spelling performance of 48 third- and fourth-grade students with and without learning disabilities. No significant effect was found for either group. Interviews revealed that students preferred the computer condition but believed the writing and…

Two studies with 33 reading-disabled and 31 non-reading-disabled second through fourth graders indicate that young disabled readers may not be able to hold phonemic information in their memories long enough to make adequate discrimination of phonological information within syllables. (SLD)

Reports on studies which investigate the effectiveness of an interactive study strategy, RESPONSE, with regular and high-risk learning-disabled students at the junior high level. Finds that students take a noticeably vested interest in lectures and discussion as they listen for answers to their specific questions when using the RESPONSE strategy.…

In this interview, two collaborators in research on teaching foreign languages to learning-disabled students are questioned regarding specific foreign language learning disabilities, possible subtypes, diagnosis, policies of colleges regarding students unable to meet foreign language requirements, and recent research in the field. (PB)

Tourette Syndrome is described in terms of causes, treatment, associated disorders (attention deficit hyperactivity disorder, obsessive-compulsive behaviors, learning disabilities), and classroom management (dealing with tics, writing problems, language problems, and attention problems). Common teacher questions concerning Tourette Syndrome are…

The study questioned 41 employees with learning or other mild disabilities, their parents, and employers on vocationally related items. A four-factor model--job match and accommodation, social acceptance, work rationalization and family support, and special programs and services--is advanced to explain job success. Results are interpreted in terms…

A survey of 45 faculty members at a midwestern community vocational college found that faculty were willing to provide learning-disabled students with instructional adaptations, though there was a discrepancy between willingness and actual provision of such adaptations. Faculty also felt that colleges should provide support services for these…

The article presents an approach to instructional design for mainstreamed students with and without mild disabilities, stressing functionality in a three-step procedure: (1) select what the student (general, gifted, learning disabled, or mildly retarded) needs to learn; (2) determine its functional value; and (3) decide how best to teach the…

Preschool teachers of children with attentional disorders and delays need to increase pupil engaged time for effective language learning, through such techniques as following the child's lead, providing novelty, using interactive teaching techniques (e.g., incidental teaching, mand-model technique, systematic commenting), and using activity-based…

A survey of teachers (n=547) of the learning disabled in Iowa found that teachers possess well-developed beliefs and perceptions about learning disabilities and are knowledgeable and well informed. The questionnaire covered four areas: nature and characteristics of learning disabilities, assessment and diagnosis, service delivery and intervention,…

A study at the Albert Einstein College of Medicine (Yeshiva University, New York) has identified students from each medical class with previously unidentified learning disabilities. In three case studies, the importance of early identification and support is illustrated. In each case, dramatic improvement occurred with student awareness and…