Examines WISC-III profiles for children with learning disabilities (LD; n=66) and non-LD children (n=51); degree of intersubtest scatter was normal and similar for both groups but the pattern of scores differed. Also examines children with attention-deficit hyperactivity disorder. Results reflect the difficulty of ruling out LD at a young age.…

Suggests that the inclusion of learners with specific learning disabilities into mainstream literacy classes to the detriment of all students and frustration of teachers is a burgeoning issue. Describes the flexible course provision provided in a highly successful adult basic-education intervention program. (JOW)

Documents the development of diagnostic assessment procedures for students with a specific learning disability. Findings and recommendations point to the need for early identification of special-needs students and the provision of support programs to develop their lifelong learning skills. (JOW)

Describes methods to evaluate the nature and types of math learning disabilities. Describes techniques, beginning with those geared toward children at precomputational level. Details methods for teaching whole number operations, place value, and part-to-whole relationships. (Author/JDM)

Argues that science can make a significant contribution to the education of children with learning difficulties but only if teachers understand the barriers to learning and how to break them down. (Author/CCM)

Children (n=75) with learning disabilities and children without (n=75) used either a three-step or seven-step coping strategy or no strategy on a complex figure text. Nondisabled children had better recall, but experimental groups did better than controls, indicating that strategies that break down complex information can facilitate recall for…

Examines the phonological deficit hypothesis in developmental dyslexia with readers in Chinese. Compares 56 Chinese dyslexic children with average readers of the same age in phonological awareness and phonological memory skills. Suggests that Chinese children with dyslexia have deficits in processing phonological information like their alphabetic…

Calls into question the validity and usefulness of classifying poor readers into learning disability and nonlearning disability categories on the basis of the discrepancy between their IQs and reading achievement scores. A review of the research indicates that the premises on which this classification rests are not valid. (SLD)

Relates a case that involves a student with a language-based learning disability and Tourette's Syndrome who becomes increasingly dissatisfied with the support provided by the university. Delineates, in a response by Ruth J. Fink, some enhancements that could have been made in the actual case management, some hindsight observations, and…

Calls for increased awareness of disability in composition studies and argues that such an awareness can productively disrupt notions of "writing" and "composing" at the same time it challenges "normal"/ "not normal" binaries in the field. Notes that all five authors conclude with challenges and directions for composition studies intersecting with…

Tests of phonological, speed, motor and cerebellar tasks were given to 36 students with learning disabilities, 29 of whom were classified as non-discrepant (IQ<90) and 7 as discrepant, (IQ at least 90 and dyslexic). On the cerebellar tests of postural stability and muscle tone, the non-discrepant group performed significantly better than the…

Notes that in order for full inclusion to occur, children must become genuine members of the class. Discusses how they should be fully engaged and accepted by their peers, not just treated politely and professionally by their teachers. Suggests that it is necessary to break barriers and accept the worries, the fears, the concerns, and the…

Replies on behalf of the authors of a previous article to a critique of their study on foreign language anxiety. Argues that factors other than cognitive-linguistic deficits contribute to problems in foreign language achievement. (Author/VWL)

Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

In the current study a multiple baseline across tasks design was used to determine if the self-managed academic intervention known as cover, copy, and compare (CCC) could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Results showed that immediately after implementing the CCC…