Twenty general education teachers participated in a project that combined curriculum-based measurement (CBM) and peer tutoring (PT) for students with learning disabilities in the regular classroom. In interviews, the teachers specified a large number of academic, social, and instructional benefits of the methods, and they also identified several…

A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…

Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…

This current response to a reprinted 1968 article by Ray Barsch (EC 602 662) focuses on legal aspects of learning disabilities, especially problems in implementing IDEA (the Individuals with Disabilities Education Act) and continuing controversies concerning definition, evaluation, instructional intervention, and placement or service delivery…

Presents study results adapting a social studies textbook to hypermedia format. Discusses study guides intended to increase the amount of instructional time for students, create a system offering curriculum enhancement and access, and decrease demands on teacher time. Concludes that hypermedia is as effective as lecture, especially for remedial…

Four predictive models offering an ecocultural perspective on the educational and personal-social development of children at risk for learning disabilities and other learning problems are proposed: main effect, additive, multiplicative, and compensatory. Preliminary results favor the compensatory and additive models. Both risk and protective…

An ethnographic study is reported using participant and nonparticipant observations, interviews, and analysis of school files on 77 Hmong students to probe factors affecting tendencies to incorrectly label Hmong students as learning disabled. Case studies are discussed in the context of Hmong history, refugees' experiences, and language factors.…

Examines ramifications of special class placement on the self-concept of learning-disabled children. Results reveal a strong link between learning disabilities and low self-concept. Three kinds of effects of special class placement on self-concept and certain sex differences are indicated. (Author/BB)

The Alternative Learners Project of College Misericordia (Pennsylvania) assisted nine high schools in preparing students with learning disabilities for college. The project involved school staff training; school site visits; and a four-year program of student activities in self-awareness, career awareness, assessment, planning, programming, parent…

Reports on 2 studies of 48 eighth-grade students in which mnemonic devices and strategies were employed. Finds that both regular and learning-disabled students preferred mnemonic instruction to traditional teaching methods. Concludes that mnemonic methods can help improve student learning of historical information. (CFR)

A study examined early indicators of school adjustment and conduct problems, comparing the risk and resiliency characteristics of Latino elementary students who were typical (n=66), at-risk (n=77), had learning disabilities (n=18), and speech impairments (n=8). At-risk students showed lower grades, fewer study and social skills, and more problem…

Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…

Examines how learning-support resources are allocated to Scottish secondary schools, drawing on data from an Edinburgh education authority. Although a rationale for allocating resources based on socioeconomic indices can be constructed, basing decisions on a combination of standardized attainment tests and special-needs audits is preferable.…

This article describes the Comprehensive Test of Phonological Processing, an assessment instrument designed to assess the phonological processing skills of individuals between the ages of 5 and 24.11 years and to identify those with phonological processing difficulties. Its administration, standardization, reliability, and validity are discussed.…

A study examined responses of 97 California teachers and 59 Guatemalan teachers to vignettes describing boys with and without learning disabilities (LD) who had failed a test. Guatemalan teachers felt more pity and less anger for boys with LD. Both groups provided more rewards to boys expending high effort levels. (Contains references.) (CR)