All available suicide notes (N=27) from 267 consecutive adolescent suicides were analyzed for spelling and handwriting errors and then dictated to adolescents with and without LD. Results indicated that 89% of the 27 adolescents who had committed suicide had significant deficits in spelling and handwriting similar to those of other adolescents…

Describes use of poetry therapy with small groups of adolescents in a private high school for students with learning disabilities. Describes the five tasks (one per week), shares some of the narrative poems written by students, and discusses student reactions. Finds that this was an effective method of facilitating students' identification of…

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

Investigates long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for children with specific learning disability (SLD), serious emotional disability (SED), and mental retardation (MR). There were no differential effects of disability groups on long-term stability coefficients. Stability coefficients for Full…

The aim of this study was to derive core profiles from the general education subsample from the Comprehensive Test of Nonverbal Intelligence (CTONI) using a three-stage cluster analysis procedure. Findings indicate that level, not shape, differences should be expected from administration of the CTONI to students both with and without learning…

Investigated the ability of the Motor Free Test of Visual Perception Revised (MVPT-R) to differentiate between children with learning disabilities (n=38)and matched control children (n=38). Results showed that children with learning disabilities scored lower, with a significantly greater percentage scoring below the criterion cutoff than the…

Examined the relationship between teachers' beliefs concerning recommendations for effective math instruction/learning as outlined by the National Council of Teachers of Mathematics (NCTM) and the extent to which teachers believe it is possible to implement NCTM recommendations. Responses from 39 teachers show more positive beliefs about the…

To dispel parents' and educators' confusion about children's learning problems, this article properly defines terms such as slow learner, learning disability, attention deficit disorder, and underachiever. A sidebar categorizes four types of underachievers, who perform better when tightly monitored. (MLH)

Eighty-six adults (mean age 26 years) with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Significant relationships were identified between subjects' WAIS-R intelligence quotients and scaled scores and job success. (Author/DB)

Compared the performance of high school students (N=15) designated as learning disabled (LD) with the performance of non-learning-disabled (non-LD) students (N=15) experiencing learning difficulties. Both groups were compared with a control group of typical learners (N=30). Results indicated, when taken as a group, LD and non-LD students differed…

The study of perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups though students with learning disabilities held occupations classified as skilled, semi-skilled, or unskilled in higher regard than…

Reviews research on the relation between socioemotional functioning/disturbance and learning disabilities in children, examining the hypotheses that: (1) socioemotional disturbance causes learning disabilities; (2) learning disabilities cause socioemotional disturbance; and (3) specific patterns of central processing abilities and deficits cause…

Makes a plea, in the form of an open letter to a teacher, for patience with a learning disabled child, and for accommodation of his ability level and learning style and speed. (SR)

Describes the effects of using the writing workshop approach on Scott, a student with learning disabilities, and the phenomenal progress he made. Maintains that students' giant leaps occur because students are little learning machines when they are learning what they themselves need to know. (SR)