Describes three years of research in intensive long-term writing intervention with adolescents with learning disabilities (LD) and low achievement. Successful intervention was attributed to the genre-specific strategies used, the focused and intensive nature of the writing instruction, and the use of interactive dialogs in conferences between…

Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)

Two studies involving 40 poor readers (grades five to seven) replicated some previous findings that good readers produce reliably more precise sentence elaborations than average and poor readers, with average readers surpassing poor readers. (Author/CL)

The paper discusses the implications for research and education of learning disabled students of three models of learning disabilities. The models focus on either: (1) child-centered process problems (attentional deficits), (2) nonspecific performance problems (metacognitive problems), and (3) the interaction between child-centered variables and…

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

A review of the research on metacognition explores the impact of this concept on learning-disabled individuals, focusing on the positive effects of such research on teaching and on the importance of broadening teachers' understanding of their learning-disabled students' academic failures. (Author/CB)

The article reports the findings of two studies involving comprehension and retention in learning disabled (N=96) and normally achieving (N=64) second and sixth graders. Results were interpreted to support J. Torgesen's conceptualization of learning disabled children as inactive learners. (Author/SBH)

The results showed that LD children were much less able to adopt an alternative viewpoint than their normal counterparts. Moreover, within the group of LD children, females were substantially more egocentric than males. (Author/SBH)

Twenty-one learning-disabled eighth and eleventh graders wrote essays and answered a questionnaire concerning metacognition. Subjects were comparable to normally achieving sixth graders in their essays' interestingness, clarity in communication of goals, word choice, paragraph structure, and metacognition about the writing process. (Author/JDD)

This paper proposes for consideration by intervention researchers two instructional parameters that potentially can promote transfer of learned strategies in students with learning disabilities. The two parameters are mediating student mindfulness during strategy learning and at transfer and engaging in transfer-promoting instruction. (JDD)