The article describes the organization of activities in an elementary classroom of language learning disabled Hispanic children and demonstrates how the use of ethnographic research methods can contribute to understanding the culture of the school. (CL)

Accelerated learning techniques can help teachers of learning disabled students adjust the students' arousal levels through imagery, music, and relaxation techniques and remove conditioned barriers to learning through expectancy effects. (CL)

Followup of 20 adolescents originally studied as preschoolers with language disorders revealed that 20 percent were in classes for mildly mentally retarded students, and 11 of the 16 remaining Ss had required special tutoring, grade retention, or learning disabilities placement. Nonretarded Ss evidenced persistent language, social, and academic…

Questionnaires completed by 87 teachers of secondary students with learning disabilities, emotional impairments, or mild mental retardation were analyzed in terms of certification, teaching experience, mainstreaming techniques, district goals/objectives for programs, ideal caseload, and effects of program modifications on teaching effectiveness.…

Elementary children (N=138) in LD-NLD or NLD-LD (learning disabled - nonlearning disabled) dyads were individually tested on reading comprehension after study periods which emphasized either cooperative or individual study behaviors and goal incentives. There were sex differences in the impact of cooperative goal structures on attitudes,…

Reports results from a detailed syntactic analysis of spoken language samples collected from poor and good readers at eight years of age. Results showed an undeniably strong association between reduced language comprehension and reading impairment at age eight, an association that appeared to strengthen by age nine. (SED)

The article analyzes research used to support the notion of selective attention deficits in learning disabled children. Conceptual and methodological issues involved are explored, indicating that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is…

A framework for strategy remediation with learning disabled students is presented according to theories of Soviet psychologist L.S. Vygotsky. Excerpts from a remediation session with a seven-year-old are offered to illustrate the progression from other- to self-regulation. (CL)

Descriptions of activities used in the Hawaii Follow Through Project for low income students in grade K-3 are offered as applicable for learning disabled students. Activities focus on student curiosity and draw on elements of the various ethnic cultures among the students. Parent involvement aspects are briefly described. (CL)

A model of the teaching-learning process to promote learning disabled students' mastery of basic academic skills is presented. The model considered psychological and social conditions of learning and reflects classroom environmental complexity. The central tenet of the model is that learning is a direct result of students' activities and pursuits.…

Four studies in 12 urban high schools explored accommodative powers of mainstream secondary schools and effects of teachers' attitudes and student behaviors. Findings suggested that mainstream teachers recognize the low achievement of learning disabled students but do very little that is different instructionally when these students are assigned…

The study presents normative data on Masking Level Difference (an improvement of the auditory processing of interaural time/intensity differences between signals and masking noises) for 90 learning disabled persons (4-35 years old). It was concluded that the MLD may quickly screen for auditory processing problems. (CL)

Performance on a standardized self-concept scale was examined in samples of primary and middle school learning disabled and nondisabled students. Results indicated that learning disabled students had significantly lower self-concepts than nondisabled students. Also explores differences between self-concept as a function of sex and social class.…

The students who receive special education for mild learning handicaps are typically male. Differences in brain function seem to be a major factor. (MT)

Results of a statewide teacher stress survey conducted with 187 teachers of learning disabled students and 178 teachers of nonlearning disabled handicapped students (total N = 365) revealed that LD teachers differed from NLD teachers in terms of experience, educational status, and caseload size; there were similarities in terms of job…