Showing papers in "Intervention In School And Clinic in 1984"
TL;DR: The authors found that university teachers hold negative academic expectations for LD students and are pessimistic about their ability to teach them, and that LD students are more likely to be depressed than other students.
Abstract: University teachers hold negative academic expectations for LD students and are pessimistic about their ability to teach them.
54 citations
TL;DR: For learning disabled and normally developing children alike, more is being learned about how to teach spelling as discussed by the authors, which is beneficial for both the disabled and the normally developed children in a variety of ways.
Abstract: For learning disabled and normally developing children alike, more is being learned about how to teach spelling.
35 citations
18 citations
TL;DR: In spelling, the authors propose to create a situation where the student has the opportunity to utilize all the cognitive tools at his disposal, such as a dictionary, a vocabulary, and a vocabulary.
Abstract: In spelling we need to create a situation where the student has the opportunity to utilize all the cognitive tools at his disposal.
17 citations
TL;DR: An imitation, modeling, and time-to-learn spelling procedure may be effective for remedial purposes in classrooms as discussed by the authors, but it is not suitable for children with a limited vocabulary.
Abstract: An imitation, modeling, and time-to learn spelling procedure may be effective for remedial purposes in classrooms.
16 citations
TL;DR: In this paper, ten tips are offered as a means of circumventing the negative memories around homework sessions for the learning disabled and their parents, which are often relegated to building a repertoire of unpleasant memories around these sessions.
Abstract: Ifs traditional! Parents assist children with homework as part of the evening routine in many American homes, and most of us can attest, through personal experience, to the relative success of these sessions. Memories of some sessions are recalled fondly while others are remembered as demeaning, disheartening experiences. The positive memories are associated, at least in my experience, with homework done independently, with parents adding enriching information or clarifying a point. The not-so-pleasant memories, on the other hand, are associated with homework that required parents to teach material to a dependent learner. Those of us involved with the learning disabled are all too aware of the dependence of these learners. We are now even beginning to recognize "learned dependence" (Thomas 1979). Consequently, the learning disabled and their parents are often relegated to building a repertoire of unpleasant memories around homework sessions. The following ten tips are offered as a means of circumventing such a manifestation.
14 citations
TL;DR: Theory and techniques for maximizing individual cognitive styles and enhancing integration of the two sides of the brain are discussed in this article, where the authors propose a framework for enhancing the integration of two sides.
Abstract: Theory and techniques for maximizing individual cognitive styles and enhancing integration of the two sides of the brain
12 citations
TL;DR: An examination of existing research on the LD adult in terms of educational, vocational, social and other implications can be found in this article, with a focus on educational and vocational aspects.
Abstract: An examination of existing research on the LD adult in terms of educational, vocational, social and other implications
12 citations
TL;DR: In this article, three learning principles relevant for teaching spelling to LD children are discussed, and the application of each to remedial teaching is described; they apply to spelling and grammar.
Abstract: Three learning principles relevant for teaching spelling to LD children are discussed, and the application of each to remedial teaching is described.
7 citations
TL;DR: The use of story problems in nontraditional ways can help LD students develop thinking skills as discussed by the authors, which can help them develop a better understanding of the world and its relationships with stories.
Abstract: The use of story problems in nontraditional ways can help LD students develop thinking skills.
6 citations
TL;DR: With proper planning and procedures, handicapped students can learn to be effective tutors to students who are viewed as being more capable as discussed by the authors, which can help them to be more capable.
Abstract: With proper planning and procedures, handicapped students can learn to be effective tutors to students who are viewed as being more capable.
TL;DR: There's still a long way to go to close the gap between perceptions of employers-teachers-students and skills/abilities necessary for life and work as mentioned in this paper, and there are still some obstacles to be overcome.
Abstract: There's still a long way to go to close the gap between perceptions of employers-teachers-students and skills/abilities necessary for life and work.
TL;DR: An overview of the special spelling section presented in this issue of Academic Therapy can be found in this paper, where the authors present an overview of some of the features of the section.
Abstract: An overview of the special spelling section presented in this issue of Academic Therapy
TL;DR: The Mainstreamed Special Educator Model as mentioned in this paper provides a smooth transition from the resource room to the regular classroom for the mildly handicapped, which is similar to the one we use in this paper.
Abstract: The Mainstreamed Special Educator Model provides a smooth transition from the resource room to the regular classroom for the mildly handicapped.
TL;DR: In this article, the authors argue that an unusual number of left-handed males are placed in LD classes, and teachers need to be equipped to teach these right brain students more effectively.
Abstract: Because an unusual number of left-handed males are placed in LD classes, teachers need to be equipped to teach these right brain students more effectively.
TL;DR: Spelling error analysis can produce intervention techniques that may promote greater generalization of spelling skills for problem spellers as discussed by the authors, but it is not suitable for the task of spelling error analysis for children.
Abstract: Spelling-error analysis can produce intervention techniques that may promote greater generalization of spelling skills for problem spellers.
TL;DR: In this article, a simple technique to help students realize they can indeed risk putting their thoughts on paper, and that they have something valuable to say, is presented, and the technique is tested on a group of students.
Abstract: A simple technique to help students realize they can indeed risk putting their thoughts on paper, and that they have something valuable to say.
TL;DR: This article found that intrinsic motivation can lead students to accept more responsibility for their actions and to learn to become more independent, which can lead to better acceptance and acceptance of their own decisions.
Abstract: Fostering intrinsic motivation can lead students to accept more responsibility for their actions and to learn to become more independent.
TL;DR: Gifted LD students need special programs to remediate deficits and achieve full potential as mentioned in this paper, and these programs need to be adapted to each learner individually according to their individual needs.
Abstract: Gifted LD students need special programs to remediate deficits and achieve full potential.
TL;DR: In this article, the on-off switch and diskette insertions can be used to enrich the classroom with computer programs, and the diskettes can be inserted in the classroom.
Abstract: If you can find the on-off switch and can insert a diskette, you're ready to start enriching your classroom with computer programs.
TL;DR: This easy-to-use technique, virtually no-cost, is a creative way to improve not only writing skills, but, indirectly, reading, spelling, and grammar skills as well as mentioned in this paper.
Abstract: This easy-to-use technique, virtually no-cost, is a creative way to improve not only writing skills, but, indirectly, reading, spelling, and grammar skills as well.
TL;DR: In this paper, the authors use figurative language, so commonly used in everyday language, can present communication difficulties but specific techniques will solve this problem. But they do not discuss how to use it in the real world.
Abstract: Figurative language, so commonly used in everyday language, can present communication difficulties but specific techniques will solve this problem.
TL;DR: A structured learning program for high school students unable to function adequately in mainstream settings is described in this paper, where the authors describe a structured learning environment for high-school students unable or unwilling to function in a mainstream setting.
Abstract: A structured learning program for high school students unable to function adequately in mainstream settings
Abstract: Logotherapy offers a sound way to help LD students sort out goals, objectives, meaning, and purpose, both short and long range.
TL;DR: Biofeedback and relaxation are considered to be practical alternatives to drug therapy in controlling the behavior of hyperactive children and youth.
Abstract: Biofeedback and relaxation are considered to be practical alternatives to drug therapy in controlling the behavior of hyperactive children and youth.
TL;DR: A framework for software evaluation is presented to help teachers evaluate and select appropriate software for use in the classroom.
Abstract: A microcomputer's worth as a teaching aid depends on the teacher's ability to evaluate and select appropriate software. Here is a framework for software evaluation.
TL;DR: Relaxation techniques to teach spelling words by enhancing the ability to visualize as mentioned in this paper have been used to improve the ability of children to learn spelling words and their ability to visualise.
Abstract: Relaxation techniques to teach spelling words by enhancing the ability to visualize
TL;DR: A microcomputer spelling program that shows promise as a tool to ameliorate spelling problems of LD students is described in this paper, where the authors describe a system that can be used to improve spelling skills of students.
Abstract: A microcomputer spelling program that shows promise as a tool to ameliorate spelling problems of LD students
TL;DR: Error detection and correction need to be examined separately and taught as independent skills as discussed by the authors, and error detection is a skill that needs to be evaluated separately and trained as a separate skill.
Abstract: Error detection and correction need to be examined separately and taught as independent skills.