Thirty-five learning-disabled readers (mean age 10) and 43 controls were compared on a sentence span task and on recall of everyday features, consequential events, and misleading information. Results indicated that subjects were deficient on working memory and naturalistic measures, but their naturalistic memory deficits did not appear to relate…

The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)

Patterns of memory dysfunction were determined in 50 middle school learning disabled readers (LD) through a hierarchical cluster analysis. Results were consistent with memory capacity theories of LD and provided external validation for classification of LD readers on psychometric measures according to patterns of memory performance. (Author/DB)

The National Joint Committee for Learning Disabilities' definition of learning disabilities is presented, followed by a discussion of parameters to be considered in operationalizing the definition. Major definitional issues are then explored, including using testable and meaningful constructs, linking definitions to neuropsychological evidence,…

Parents (N=67) and siblings (N=71) of children with and without learning disabilities (LD) and/or behavior problems were interviewed. The primary indicator of the impact of a child with LD on siblings and parents was whether the child also had behavior problems. Results also indicated that LD children and siblings differed in perceptions of…

A study synthesized findings of 41 studies that compared children with and without learning disabilities in reading on immediate-memory performance. Results indicate children with learning disabilities were distinctly disadvantaged compared to average readers when memory manipulations required the naming of visual information and task conditions…

Four issues facing the field of learning disabilities are discussed: (1) defining learning disabilities in terms of discrepancy scores; (2) delineating the boundaries of how specific a learning disability must be; (3) identifying treatments with scientific credibility; and (4) implementing instructional policy that is in the best interest of the…

This article presents a synthesis of articles discussed as part of the research symposium at the 25th international conference on learning disabilities by the Council for Learning Disabilities, October 11, 2003. Educators attempting to keep up with the most recent research readily acknowledge that there is too much to read and too little time for…