The Systematic Teaching and Recording Tactic (S.T.A.R.T.): A Generic Reading Strategy
- Struggling Does Not Mean Learning Disabled. Allington, Richard // Reading Today;Apr2012, Vol. 29 Issue 5, p35
The article presents the view of the author on the response to intervention (RTI) initiative in the U.S. The author states that the RTI aims to change how schools deal with children who are learning disabled (LD). The author cites that the RTI was seen as a general education initiative for...
- Teachers' Skill Ratings of Children with Learning Disabilities: A Comparison of the United States and Japan. Haynes, Charles; Hook, Pamela; Macaruso, Paul; Muta, Etsuko; Hayashi, Yoichi; Kato, Junko; Sasaki, Tokuko // Annals of Dyslexia;2000, Vol. 50, p213
This study compared U.S. and Japanese grade school teachers' perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and...
- Meeting the evolving education needs of faculty in providing access for college students with LD. Scott, Sally S.; Gregg, Noel // Journal of Learning Disabilities;Mar/Apr2000, Vol. 33 Issue 2, p158
Faculty play an essential role in providing access for college students with LD. Though many recommendations exist in the literature for educating faculty about their roles regarding students with LD, it is unclear whether these strategies are actually addressing faculty needs. To examine this...
- Letters to the Editor. // Journal of Learning Disabilities;Dec1982, Vol. 15 Issue 10
Presents readers' reactions to articles on education in the United States, published in the 'Journal of Learning Disabilities' in 1982. Assistance for learning disabled college students; Inadequacies of the educational system reflected on teachers' actions and behavior.
- Teaching Writing Strategies and Self-Regulation Procedures To Middle School Students with Learning Disabilities. De La Paz, Susan // Focus on Exceptional Children;Jan1999, Vol. 31 Issue 5, p1
Presents information on how teachers in the United States can help middle school students with learning disabilities develop written language proficiency. Several stages of instruction incorporated in the use of the self-regulated strategy development; Information on the plan and write...
- Auditory Temporal Processing Performance of Young Adults With Reading Disorders. Walker, Marianna M.; Shinn, Jennifer B.; Cranford, Jerry L.; Givens, Gregg D.; Holbert, Don // Journal of Speech, Language & Hearing Research;Jun2002, Vol. 45 Issue 3, p598
The present study investigated the temporal processing abilities of college students with diagnosed reading disorders. A behavioral test battery was used that involved discrimination of the pattern of presentation of tone triads in which individual components differed in either frequency or...
- Struggling readers don't work at reading: They just get... Dayton-Sakari, Mary // Intervention in School & Clinic;May97, Vol. 32 Issue 5, p295
Provides instruction strategies to gain back control of reading skills in students with reading and learning difficulties. How readers and teachers speak nonverbally; Physical behavior patterns; Physical control of materials for excellent and struggling readers; Teachers' role in educating...
- Parallels between math and reading disability: Common issues and approaches. Kulak, Alison G. // Journal of Learning Disabilities;Dec93, Vol. 26 Issue 10, p666
Reviews the common issues and approaches in skill acquisition in reading and math disabilities. Discussion of findings on the nature of the differences between learners with and without disabilities; The deficit/delay issue; Summary and conclusions of the review.
- INTRODUCTION TO SPECIAL ISSUE. Woodward, John // Learning Disability Quarterly;Winter2001, Vol. 24 Issue 1, p3
Comments on the articles dealing with learning disability.