Interpersonal problem solving (IPS) is often difficult for learning disabled students. Two model IPS interventions, an elementary and a secondary, are described. Key components in both models include alternative and consequential thinking, skills implementation, and a "stop and think" approach to problem resolution. (Author/DB)

Results of the comparison of metacomponential functioning and knowledge acquisition of adults with either mild mental retardation or learning disabilities found that (1) knowledge base is the best predictor of metacomponential skill, (2) metacomponential orchestration differentiates the two groups, and (3) IQ mediates metacognition, but does not…

Assessment batteries of 200 elementary children with learning disabilities were analyzed to identify practices associated with the use of individual intelligence and achievement tests. Among conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the Wechsler scale, and do not have severe…

Relationships between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education were explored with 230 Dutch primary teachers. Teacher self-efficacy and pupil problem type (learning or behavioral) proved to be significant predictors of problem ratings and referral chances. (Author/DB)

This review of the literature on peer, cross-aged, and reverse-role tutoring postulates that reverse-role tutoring is an effective intervention for use with students with learning disabilities. Critical components for a successful tutoring project include organization, planned activities, training for tutors, high behavioral expectations, and…

Data from 148 identical and 111 fraternal twin pairs in which at least 1 member had a reading disability were statistically analyzed. Results suggest that genetic and shared-environment influences both contribute to the observed covariance between reading and mathematical deficits. (Author/DB)

A British study of teacher training and staff development needs concluded that there is an urgent need for training community education program coordinators; tutors working with adults with learning disabilities need a foundational training program; and providers should ensure that disability issues are addressed at all stages and levels of staff…

This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…

This article describes instructional procedures for helping students with learning disabilities become more effective mnemonic keyword strategy users. The procedures involve providing a rationale, providing explicit strategy-attribution instruction, modeling strategy use with think-alouds, providing verbal practice, providing guided practice with…

This article offers a rationale for using portfolios in assessing students with learning disabilities or behavioral disorders; discusses possible portfolio contents, including measures of behavior and adaptive functioning, academic and literacy growth, strategic learning and self-regulation, and language and culture; lists reflective questions for…

This article considers the social and emotional needs of gifted students with learning disabilities. It offers a sample case study and considers implications of learning disabilities on the developing self-concept and the importance of accepting and meeting the needs of both the learning disability and gifted characteristics. (DB)

This study found that states with low percentages of students identified as learning disabled (LD) used a diagnostic method for determining a severe discrepancy, whereas few states identifying the most students used such a method. Use of a method to determine a severe discrepancy may reduce inappropriate labeling of students as LD. (Author/JDD)

Nine model transition programs for students with learning disabilities were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and…

This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…