A forward-gating procedure employing familiar monosyllabic words was used in auditory testing of age- and gender-matched elementary students with and without learning disabilities. Results indicate auditory closure skills were comparable between disabled and nondisabled subjects, but sensory discrimination problems may contribute significantly to…

This study examined cognitive correlates of social perception in 32 learning-disabled elementary students. Three subtests of the Wechsler Intelligence Scale for Children-Revised and the Profile of Nonverbal Sensitivity were used as measures. Subtests for Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual…

Adult educators must ensure that students with learning difficulties can choose from a wide range of subjects, are not segregated from other adult learners, are treated as adults, and have advocates. (SK)

The memory processes of 24 learning-disabled adolescents were compared to those of 13 nondisabled age-level and 13 nondisabled reading-level counterparts. Subjects performed similarly to reading-level peers on global recall measures, but actual processing was more similar to their age-level counterparts. (Author/JDD)

The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD)

Suggestions for teaching adults with learning disabilities include making certain they understand assignments; helping them with recall strategies and response modes; using a range of symbol systems; encouraging them to ask for clarification; fostering oral communication and self-monitoring skills; encouraging the use of books on tape; providing…

Suggests redesigning the solo segment of outdoor programs to maximize the reflective experience of each participant. Discusses the cognitive problems of many young offenders, the component skills of reflection, and the use of individualized preparation or more active, survival-oriented solos to facilitate participants' reflective thinking. (SV)

Interviewed approximately 25 street children in Johannesburg, South Africa, and social services and educational personnel providing services to these children. Street children had experienced stress within their family, school, and society. Many came from structurally disadvantaged homes. Approximately 90 percent were identified as learning…

Briefly reviews conceptual and operational limitations of classic approaches to classifying learning disabled children. Examines new classification research with learning disabled populations which is investigating alternative classification schemes through systematic and empirical hypothesis-testing paradigms, and sparking renewed interest in…

Describes a systemwide participatory planning model designed to facilitate improvement of secondary learning disabilities programs. The model had three phases: central program planning and description, school-based program planning, and implementation and evaluation. This program generated a sense of shared ownership and direction among one…

Three neuropsychological case studies of individuals with learning disabilities support the possibility that nonverbal learning disability is associated with greater emotional dysfunction and the potential for suicide. Further research to resolve some concerns about this possible predisposition to suicidal behavior is recommended. (MSE)

The importance of motivation in the use of Fernald Techniques is discussed and applied to reading instruction for students with learning problems. Fernald methods begin with a multisensory approach and move through four steps to independent learning. Success depends on students' motivational readiness for instruction and motivation during and…

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

Describes the condition of learning-disabled adult spellers. Presents spelling strategies that accommodate all learning modalities. Details specific approaches to remediate spelling difficulties. Argues that hope for learning-disabled adult spellers lies in learning new spelling habits and effective coping techniques. (RS)

Teachers are the most effective change agents for improving schooling. The Reading to Learn project suggests ways for administrators to promote collaborative teaching, including encouraging the coaching concept among teachers, creating support systems, offering ongoing teacher training opportunities, setting expectations for experimentation and…