A review of 38 articles published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD) found four major topics were discussed: available assistive technology; effectiveness of assistive technology; characteristics and error patterns in the writings of college students with LD/WD; and instructional…

This article presents the mission and conceptual framework of the REACH Institute, which is engaged in a five-year program of research on teaching for understanding with students with disabilities. It describes several common features of the institute research stands in social studies, language arts, science, and mathematics, and emerging themes.…

This introductory commentary discusses the following articles on studies that used in-depth case studies of students with learning disabilities to document individuals' progress over time, as well as the relationship between reading and writing instruction and students' development of self-regulation. The benefits of qualitative research are…

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)

The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

The investigation, which involved 55 learning disabled and 54 normal children (mean age seven years), was designed to test the hypothesis that differences between these groups on tests of perceptual functioning are not educationally significant. (Author/SBH)

The article discusses different types of failure in mathematics and relates them to the problem of learning disability, and presents and examines specific data on the attainments and characteristics of learning disabled children. (DLS)

Significant, though moderate, correlations between some of the verbal creativity measures and the selective attention variables were found, though this relationship changed as a function of age and the type of creativity measured. (DLS)

Forty-three learning disabled children referred to a medical outpatient clinic because of reading difficulties were evaluated and followed for a period of five-seven years to study the course of their reading achievement and its relationship over time to various characteristics. (DLS)

Two experiments were conducted to investigate female adults' immediate impressions of learning disabled children with whom they were unfamiliar, and to analyze the relative contributions of the child's verbal and nonverbal behaviors upon such impressions. (DLS)

A demonstration-plus-feedback technique was applied in an attempt to reduce the systematic inversion errors in subtraction in nine learning disabled students (ages 9-11 years). Journal availability: see EC 112 927. (DLS)

The reliabilities of several commonly used instruments of intellectual, academic, and affective assessment were tested with learning disabled children between the ages of 6 and 12 years. Journal availability: see EC 112 927. (DLS)

The effectiveness of two training programs on the linguistic skills of 79 Black high-risk kindergarten students was assessed. Journal availability: see EC 112 927. (DLS)

The effectiveness and efficiency of two commonly used teaching strategies in reading (contextualized practice alone, and decontextualized coupled with contextualized) were compared with six learning disabled first-grade boys. Journal availability: see EC 112 927. (Author/DLS)