Suggests criteria for use by learning-disabled (LD) students in selecting a college. Offers 22 suggestions to help LD students cope with college life; e.g., organize your time, develop/use study skills, set realistic goals, use a tape recorder, use tutoring services, and seek career counseling. (GFW)

Videotaped segments from a regular education world geography class were used in teaching three learning-disabled ninth grade students to generalize question-asking and answering skills. Training procedures implemented in a learning resource room were effective in improving generalization of target skills and increasing accuracy scores on…

The article discusses ways to make mathematics instruction with learning-disabled and other children more developmentally appropriate by building on children's informal understandings in active purposeful learning, using less direct instruction and paper-and-pencil work. Ideas are applied to the teaching of fractions. Instructional materials are…

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…

This article examines and illustrates four assumptions of the sociocultural perspective for writing instruction of students with learning disabilities: writing is a holistic cognitive activity; cognitive processes are learned in dialogic interactions with others; cognitive development occurs in students' zones of proximal development; and…

This study with 28 Netherlands children (mean age 9 years, 7 months) with written language disorders found that copying words from the computer screen resulted in significantly fewer spelling errors on the posttest than writing words from memory and that both these forms of practice led to fewer spelling errors than only reading the words.…

This study examined differences in reported depressive symptomatology and related dysfunctional cognitions in nonhandicapped, learning-disabled, and seriously emotionally disturbed adolescents from both public school and juvenile correction settings. No significant main effect was found for differences across label, but consequential differences…

This study compared 1,356 students with learning disabilities and 17,431 nondisabled students in grades 4, 7, and 10 on at-risk factors and number of school interventions. Learning-disabled children were found to be significantly more at risk on personal pain, family socioeconomic status, family instability, family tragedy, and academic risk.…

This paper reviews literature on individualized math instructional techniques with students who have learning disabilities and suggests application strategies for resource teachers and mainstream teachers of low-achieving math students. Techniques described include reinforcement, demonstration plus permanent model, goal setting, and…

This paper focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning. Research results show that children benefit from strategy instruction occurring within classroom cultures that support collaborative discourse,…

One challenge faced by colleges and universities is fluctuation in traditional enrollment pools. Qualified applicants with learning disabilities represent a potential resource. Professional guidelines regarding admission practices and applicants with disabilities are available but underused. The profession can develop and validate common admission…

Describes how a teacher used a reading strategy called "Intuitive Reading" to dramatically improve the reading skills of four learning-disabled high school students. (PRA)

Ninety-five secondary students with learning disabilities (LDs) and 126 nondisabled students were assessed for depression. The prevalence of depression for both students with and without LDs was 10%. No difference in prevalence or severity of depression was noted for disability or gender. Subscales of the Self-Esteem Inventory and Adolescent…

Fifth- and sixth-grade students without disabilities and with mild learning disabilities and seventh- and eighth-grade students with more severe disabilities participated in an instructional program about the concept of themes in stories. The program improved comprehension of theme and identification of a specific theme that had been used in…

A review of the literature on effects of homework for students with and without disabilities offers a homework process model, and suggests that homework policies and practices for students with learning disabilities should emphasize: simple, short assignments; careful monitoring by and prominent rewards from teachers; and parental involvement to…