To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Four strategies effective in helping learning disabled students develop specific skills necessary for effective reading comprehension are described: (1) self questioning, (2) lookback strategies, (3) use of a code, and (4) inference modeling. The procedures are designed to shift students from a passive to an active role in reading. (CL)

An approach to spelling instruction allows students to select spelling words as part of a whole-language, language experience writing program. Guidelines for implementing such a program are offered. (CL)

The whole language philosophy of teaching reading and writing is outlined and related to children's acquisition of oral and written language. A typical whole language classroom is described, along with the roles of the teacher and students. A chart contrasts whole language theory with more typical methods of literacy education. (Author/JDD)