Describes the use of the language experience approach (LEA) and semantic mapping strategies with three seven-year-old boys who were nonreaders. Finds the use of mapping strategies with LEA was successful when children had difficulty structuring and organizing their own stories. (MG)

This study examined the conversational engagement techniques employed by children with and without learning disabilities in dyadic interactions. Analysis indicated that the 60 learning-disabled subjects (9-13 years old) employed engagement-related techniques as sophisticated as those of their nondisabled peers, though they did so less consistently…

The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the LD students performed significantly lower on all variables. (Author/DB)

Summarizes research on whether individuals with learning disabilities exhibit social deficits characteristic of their population and whether instructional time should be spent teaching social skills conducted over 14 years by University of Kansas Institute for Research in Learning Disabilities (KU-IRLD). Describes commonalities across KU-IRLD…

Longitudinal data on 515 fifth graders, including 51 with learning disabilities (LD), were examined for correlations between learning disabilities and juvenile delinquency. Self-report data on delinquent activity and court records were examined seven years later. LD status did not account for a significant portion of unique variance in the…

Examines whether subtest scatter might be an indicator of learning disabilities (LDs), psychopathology, or both in a sample of normal adolescents (N=170) using the Wechsler Intelligence Scale for Children III and the Minnesota Multiphasic Personality Inventory-Adolescent. The hypothesis that subtest scatter is associated with LDs was generally not…

Between 42% and 60% of students in alternative education settings have learning disabilities. Teachers need the ability to optimize classroom climate, improve literacy and transition outcomes, achieve behavioral growth, and understand multicultural and multilingual issues. (Author/JOW)

Examines the necessity of defining the knowledge and skills required of postsecondary disability-service providers, due to the significant growth in the number of students with disabilities entering higher education. Discusses the implications of recent developments in professional standards for postsecondary disability personnel and the…

This document offers a framework for use by education agencies in developing rules and guidelines for use of paraprofessionals within programs serving individuals with learning disabilities. Separate sections address principles, definitions, ethical responsibilities, education requirements for paraprofessionals, roles and responsibilities of…

Two experiments investigated the effects of process mnemonic (PM) instruction on the computational skills of 57 13- to 14-year-old students with mathematics learning disabilities. Comparison with demonstration-imitation or study skills instruction found PM students usually showed the most improvement and their improvements maintained better at…

Discusses ways of helping attention deficit disorder students enrolled in college mathematics classes. (ASK)

Presents information on the Literacy in a Science Context (LISC) project where upper elementary school students use technology-enhanced learning environments to improve their literacy skills. Illustrates how this project can help students. (ASK)

Assessment models used with school-age samples require modification for use with adults having severe learning disabilities. At Fordham University's Comprehensive Learning Program, a screening session determines the mutual suitability of the client and the program being offered; subsequent comprehensive assessment of cognitive, educational,…

The ability to identify six facial expressions was studied in 48 nondisabled children and 76 children with learning disabilities (LD) ages 9 through 12. Overall, the nondisabled group had better interpretive ability. Among LD children, those with verbal deficits had better ability than either those with nonverbal deficits and or those with both…

This study compared employment and wage figures for 97 college graduates previously diagnosed with learning disabilities (LD) and 1,130 comparison adults. The observed lower wages for individuals with LD were found to be primarily due to differences in productivity, although the possibility that some of this differential is due to discrimination…