The ARROW (Aural, Read, Respond, Oral, Written) Technique using students' self-voice echoing was the most effective method in helping 25 dyslexic adolescents learn their multiplication tables compared to tutor voice, read and say, and write and say methods. (CL)

The author reviews the role of logic problems in teaching thinking strategies to LD students. Devising one's own written logic problems is advocated to present less wordy tasks. (CL)

Normative data are provided for intellectual, academic achievement, and neuropsychological tests based on a sample of 100 learning disabled adults. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children. (Author/CL)

The article discusses the need for new and different programmatic alternatives to train competent teachers in the future. The relationships between learning disabilities, competency based teacher education programs, and hierarchical theories of human development are explored and preliminary suggestions are offered in hopes of producing alternative…

Results indicated that learning disabled (LD) children performed less well than non-LD children on tasks requiring internal strategies or plans. With one exception, hyperactive and nonhyperactive LD children performed similarly. Across groups, children with more behavioral problems also were children who used less mature cognitive strategies.…

A psychotherapist reviews literature on emotional problems requiring psychotherapy in learning disabled children and discusses issues involved in providing psychotherapy and remediation concurrently. Among issues covered in case studies are the individual's frequent denial of the need for treatment as well as resistance to treatment. (CL)

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Learning disabled students (N=28, 10-15 years old) who participated in cooperative learning tasks increased levels of peer acceptance and cooperation as measured by sociograms and choice cards tasks. Characteristics of successful activities were noted. (CL)

Deletion exercises, in which students are asked to supply words removed from texts, can be motivating for learning disabled students. The most common categories of information items that can be deleted include narrative, grammatical, conceptual, and logical elements. (CL)

Twenty-six severely learning disabled students aged 10 through 20 enrolled in a special residential school were interviewed. Most were found to have very little insight into the nature of LD and tended to attribute their learning problems to their own lack of effort. (Author/CL)

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

Examined individual differences in the number of learning trials needed by 36 disabled readers to reach criterion on training words during phonics instruction. Low-, average-, and high-achieving pupils were characterized according to rates of initial learning. Results confirmed the value of a dynamic assessment model in learning disabilities. (CL)

Learning disabled boys' (N=25) communication skills were less effective than those of their normally achieving peers. Specifically, LD Ss talked more but said less than normally achieving Ss, appeared more comfortable doing than describing, and were less effective adapting messages to the needs of the listener. (Author/CL)

The study examined the verbal language complexity and styles of 10 learning disabled and nondisabled sixth graders. Results indicated that LD boys had less complex verbal language; they could adjust verbal language and style to listener; and both LDs and non-LDs showed particular complementary communication styles. (Author/CL)

Teachers can discover students' means of dealing with spelling as a problem through investigations of their error detection and correction skills. Approaches for measuring sensitivity and bias are described, as are means of developing appropriate instructional activities. (CL)