To clarify the role of decoding in reading and reading disability, a model of reading is proposed, which holds that reading equals the product of decoding and comprehension. Three types of reading disability are posited, resulting from an inability to decode (dyslexia), an inability to comprehend (hyperlexia), or both (reading disability).…

Learning to read depends on eventual mastery of coding procedures, and even skilled reading depends on coding processes low in cost to processing resources. Reading disability may be understood as a point on an ability continuum or a wide range of coding ability. Instructional goals of word reading skill, including rapid and fluent word…

The issue of group versus one-to-one instruction and training is explored through a review of research. Distinctions between the concept of individualized instruction and one-to-one instruction are presented. Discussion focuses on concerns of effectiveness, efficiency, and social benefits. Implications for educational programming and future…

The study investigated the effects of an adapted science curriculum featuring vocabulary exercises and framed outlines on the performance of 202 regular and mildly handicapped seventh graders. Data generally showed that the scores of handicapped as well as nonhandicapped students were better when the chapters were modified. (Author/CL)

Via a demonstration-plus-model technique, the equal additions method of subtraction was used to teach seven learning disabled students (grades 3-5) subtraction requiring reqrouping. Results suggested that instruction in the equal additions method was effective in producing an increase in student computaton of subtraction with regrouping. All Ss…

A bibliometric analysis of 2,270 journal articles on learning disabilities published in 248 journals 1968-1983 reveals the most frequently cited core journals publishing the largest percentage of articles, the relative scatter of information across journal sources, the increase in information and the temporal distribution of articles, and the most…

The article examines various models of aptitude-treatment interaction that guide studies regarding differentiation of instruction based on learner characteristics with specific reference to individualization of instruction for special education pupils. The examination reveals scant evidence to support the notion of individualization. (Author/CL)

Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)

A conceptual and procedural alternative to the typical, individual-specific model of social behavior assessment and treatment is offered. This alternative, based upon the social reciprocity of children's interactions, has direct implicatons for all phases of social behavior interventions designed and implemented for special education students.…

Observation of 17 learning disabled (LD) and 17 regular education students (grades three and four) during reading revealed few differences in the nature of instructional ecology (task, structure, teacher location, and activity), although LD Ss were given significantly more time for individual structures and received more teacher approval.…

Clarifies countercontrol (opposition or resistance to intervention) by discussing variables that may bring it about. Presents implications for programing to lessen the possibility of this phenomenon. (Author/CL)

Two programs that may be used for instruction of handicapped or remedial students in sight word recognition--the EDMARK Reading Program and the Essential Sight Words Program--are reviewed and compared in terms of words taught, program design, and potential usefulness. (CL)

The article reviews Consumer's Guide to Tests in Print, noting its purposes (to provide objective information about technical characteristics of standardized tests); criteria for evaluating standardizaton, reliability, and validity; and its rating system based on evaluations of selected review panel members. (CL)

Regular and special educators from New York (a labeling state) and Massachusetts (a nonlabeling state) completed a measure of mainstreaming attitudes and special placement knowledge. Among results were that teachers were very consistent in their educational placements and that regular educators consistently chose more normalized settings then…

A questionnaire regarding the roles and responsibilities of regular educators in the individualized education program process was completed by 37 elementary and 33 junior/senior high school educators. Data identified three influential factors: (1) formal coursework in special education, (2) grade level taught, and (3) communication and sharing of…