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A Decision-Making Process for the College-Bound Student: Matching Learner, Institution, and Support Program.
Peer reviewed Peer reviewed
McGuire, Joan M.; Shaw, Stan F. – Learning Disability Quarterly, 1987
A systematic decision making process to help match characteristics of the learning disabled (LD) student, characteristics of the postsecondary institution, and characteristics of the LD support program is described. (Author/DB)
Descriptors: College Choice, Decision Making, High Schools, Learning Disabilities
Criteria for Defining the Regular Classroom as the Least Restrictive Environment for LD Students.
Peer reviewed Peer reviewed
Heron, Timothy E.; Skinner, Michael E. – Learning Disability Quarterly, 1981
The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)
Descriptors: Classroom Environment, Elementary Secondary Education, Learning Disabilities, Mainstreaming
Critical Evaluation of Published Research: Some Guidelines.
Peer reviewed Peer reviewed
Harber, Jean R. – Learning Disability Quarterly, 1981
This article suggests ways in which the consumer of educational research can critically evaluate research reports in terms of sample and methodology, design and statistical treatment, and results and interpretation. The reader is alerted to sources of deliberate and nondeliberate bias and to fallacious use and/or interpretation of statistics.…
Descriptors: Critical Reading, Educational Research, Elementary Secondary Education, Research Methodology
Perspectives on Reading, Language Arts, and Learning Disabilities.
Peer reviewed Peer reviewed
McNutt, Gaye – Learning Disability Quarterly, 1980
The author introduces 10 articles on language arts and learning disabilities (LD) and presents evidence for her contention that reading should be viewed within the context of a general model of language. For related information see EC 132 759-768. (CL)
Descriptors: Elementary Secondary Education, Language Arts, Learning Disabilities, Reading Instruction
Issues in the Assessment of Language and Reading Disorders in Learning Disabled Children.
Peer reviewed Peer reviewed
Harber, Jean R. – Learning Disability Quarterly, 1980
The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)
Descriptors: Cultural Differences, Disability Identification, Evaluation Methods, Language Handicaps
Informal Assessment of Written Expression.
Peer reviewed Peer reviewed
Poteet, James A. – Learning Disability Quarterly, 1980
The article presents an approach to informal assessment of written expression which allows the teacher to determine the skills acquired and correctly used by the student, the skills needing remediation, and the skills to be introduced. For related information see EC 132 758-767. (Author)
Descriptors: Elementary Secondary Education, Informal Assessment, Language Skills, Learning Disabilities
Implementation of the DCLD Competency Standards.
Peer reviewed Peer reviewed
Leigh, James E. – Learning Disability Quarterly, 1980
The article discusses the Division of Children with Learning Disabilities (DCLD) Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices.…
Descriptors: Codes of Ethics, Elementary Secondary Education, Learning Disabilities, Professional Associations
Objective Analysis of Achievement-Aptitude Discrepancies in LD Classification.
Peer reviewed Peer reviewed
Hanna, Gerald S.; And Others – Learning Disability Quarterly, 1979
The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)
Descriptors: Academic Achievement, Academic Aptitude, Children, Disability Identification
The Home Environment in the Assessment of Learning Disabilities.
Peer reviewed Peer reviewed
Freund, Judith H.; And Others – Learning Disability Quarterly, 1979
Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)
Descriptors: Biological Influences, Child Development, Cognitive Development, Disability Identification
Initial Psychoeducational Assessment and Related Consultation.
Peer reviewed Peer reviewed
Adelman, Howard S.; Taylor, Linda – Learning Disability Quarterly, 1979
Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)
Descriptors: Behavior Problems, Disability Identification, Educational Diagnosis, Elementary Secondary Education
A Review and Appraisal of Instruments Assessing Hyperactivity in Children.
Peer reviewed Peer reviewed
Poggio, John P.; Salkind, Neil J. – Learning Disability Quarterly, 1979
The article critically appraises and reviews a selected group of nine observational instruments commonly used to assess activity level (and in particular, hyperactivity) in young children, and provides an annotated bibliography of 13 newer or less popular instruments. (DLS)
Descriptors: Annotated Bibliographies, Behavior Rating Scales, Clinical Diagnosis, Hyperactivity
Role of Secretary vs. Author: Resolving the Conflict in Writing Instruction.
Peer reviewed Peer reviewed
Isaacson, Stephen – Learning Disability Quarterly, 1989
This paper examines the complexities of written language in terms of both its mechanical and creative skills. It discusses four approaches to providing assistance to writers with learning disabilities, including rule and skill instruction, substantive facilitation, procedural facilitation, and self-instructional strategy training; and recommends a…
Descriptors: Elementary Secondary Education, Learning Disabilities, Models, Skill Development