Although Saudi Arabia has committed to inclusive education for students with learning difficulties (LD), limited research has focused on general educators' beliefs and their teaching performance. Moreover, the best implementation of inclusion is not only placement of students with LD in general education classroom, but first and foremost is…

Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at…

Background: Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing…

Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

Implementation of Response to Intervention (RTI) has been developed with the goal of increasing the efficiency and efficacy of the identification process for students at risk of/with learning disabilities. While this goal is well-intentioned, the implementation of RTI has faced challenges at the district level. Understanding the current…

This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were…

This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within…

Anchoring, a neurolinguistic programing technique, was successful in helping a sixth grader with learning disabilities reduce his anxiety reaction to math tasks. Other uses for the approach are noted and guidelines offered. (CL)

A microethnographic approach analyzed the nature of teacher interactions with a group of five learning disabled intermediate students in a mainstreamed setting. Analysis of audio and videotapes and classroom observations revealed that students received little direct instruction, despite findings from teacher interviews that students were receiving…

A Type I incidental learning paradigm was used to examine the manner in which 20 learning disabled (LD) and 20 non-LD children (9 to 11 years old) responded to systematic variations in the semantic elements of words. (Author/SW)

The Wechsler Intelligence Scale for Children-Revised arithmetic subtest revealed a significant difference in performance between sixth graders with learning disabilities, including arithmetic, and Ss who were learning disabled in areas other than arithmetic. A significant main effect was associated with type of presentation/response behaviors. (CL)

Fifty intermediate level learning disabilities students participated in the Purdue Creative Thinking Program. Ss in the LD experimental group made significantly greater scores than LD control Ss in divergent thinking as measured by the verbal and figural subtests of the Torrance Tests of Creative Thinking. (Author/CL)

Based on a study of eight LD students learning to use word processing, the paper makes recommendations for evaluating word processing software and designing instruction that is sensitive to students' difficulties. (Author/CL)

A five session program that involved empathy, sensitivity exercises, and a visit to a resource room reduced the ostracizing by fifth graders of their learning disabled peers. The program was designed to deal with the students' values to excel and their typical preadolescent fear of being different from peers. (CL)

A study skill training procedure involving a modified study, question, read, recite, and review technique was functionally related to improved storytelling for three intermediate-grade learning disabled students. (CL)