Despite the lack of empirical evidence, the term "foreign language learning disability" (FLLD) has become popular in the learning disabilities (LD) and foreign language literature. I contend that there is not a unique "disability" for foreign language learning and suggest instead that foreign language skills run along a continuum of very strong to…

"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best…

This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a…

Citations from five major journals ("Journal of Learning Disabilities,""Learning Disabilities Quarterly,""Exceptional Children,""Journal of Special Education," and "American Journal of Mental Deficiency") in the field of learning disabilities and special education were examined to determine the…

Compared were the free recall performances of 30 learning disabled (LD) and 30 normal children (all in elementary grades) when the level of difficulty and/or the material organization were varied. (Author/DB)

Learning disabled children fail to ask for clarification when they do not understand a speaker's message. Failure is due to factors inherent in the children themselves, such as difficulty with question forms, inability to monitor comprehension, and fear as well as poor instructional techniques. Specific teaching strategies can help improve the…

Six brief papers on mnemonics are given, with emphasis on increasing learning and memory skills of learning disabled students: Papers have the following titles and authors: "History of Mnemonics from Classical Times to Present" (J. Johnson); "The Keyword Method and the Keyword Vocabulary Method: (M. Prater); "Learning…

Twenty-four learning disabled children (ages 8 to 12) were given tests of memory and selective attention in order to highlight the similarities and differences between the two. Ss were found to be sensitive to interfering stimuli especially when the task tapped areas of their weakness. Users of effective cognitive strategies in one type of task…

The effect of both age and task variables on the referential communicative effectiveness of 60 learning disabled elementary school children was investigated. The importance of metacognitive factors, in this case spontaneous comparison activities, in accounting for learning disabled children's communication difficulties was also examined. Ss were…

The performance of 79 elementary school students referred for learning disability evaluation was compared on the Kaufman Assessment Battery for Children (K-ABC), the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Psychoeducational Battery (WJPEB). Pearson product-moment correlations were performed on the global…

The relationship between automatization ability (the tendency for repetitive routine aspects of behavior to become so overlearned that a minimum of conscious effort and attention is necessary for rapid efficient execution), as measured by the Rapid Automatic Naming (RAN) Test, and proficiency in arithmetic basic fact computation was investigated…

The first of a two-part radio transcript on learning disabilities contains discussion on definitional problems, incidence figures, and problems with labeling. Opinions of well known educators (including J. Gallagher, S. Kirk, and M. Frostig), are cited along with statements of parents and teachers. (CL)

The monograph describes an approach to special education research that addresses both the promise of immediate payoff for decision makers inherent in program evaluation/validation, and the need to identify effective intervention variables of model programs that could be incorporated into other service settings. The approach, termed "program…

The authors suggest that children with severe language deficits can best learn to spell using a nonvisual (blindfolded) multisensory technique based on tactile recognition using the nondominant hand. A procedure known as Hemispheric Routing or the VAKT (visual, auditory, kinesthetic, tactile) method is explained. As a first step in remediation,…