Frances L. Clark

Visual Imagery and Self-Questioning Strategies to Improve Comprehension of Written Material

Two learning strategies, visual imagery and self-questioning, designed to increase reading comprehension, were taught to six learning disabled students using a multiple baseline across strategies design. The visual imagery strategy requires the student to read a passage and to create visual images representative of the content of the passage. The self-questioning strategy teaches the student to form questions about the content of a passage as he or she reads to maintain interest and to enhance recall. Specific instructional procedures were followed that included: (a) testing the students current level of functioning, (b) describing the strategy, (c) modeling the strategy, (d) verbal rehearsal of strategy steps, (e) practice in reading ability level material, and (f) practice in grade level material.

Are There Learning Disabilities after High School

appropriate public education. Washington DC: US Office of Special Education, 1980. Sterns, M. f Greene, D., & David, J. Local implementation of PL. 94-142: First year report of a longitudinal study. Menlo Park CA: SRI International, Education Research Center, 1980. Wright, A. Local implementation of P. L. 94-142: Second year report of a longitudinal study. Menlo Park CA: SRI International, Education Research Center, 1980.

A Comparison of Parent-Child Perceptions of Student Learning Disablities

The perceptions of 80 learning disabled(LD) adolescents and their parents were compared in regard to the extent of their learning disablities, current levels of performance in academic and social areas, occupational status, social relationships, and problem academic cognitive, and social aspects of learning disablities persisted into adolescence with parents expressing much more concern about this negative impact. While the LD adolescents saw their skills as generally similar to those of other, parent ratings were significantly. According to the parents, their children were not likely to gradute from lower estimation of their childrens social and problem solving skills. Reasons for these difference of opinion are discussed, and implications for improved parent-child communication, parent training, and family counseling are identified.

Achieving Impiementation of Strategy Instruction Through Effective lnservice Education

Jean B. Schumaker is the coordinator of research at the University of Kansas Institute for Research in Leaming Disabilities at Lawrence. Frances L. Clark is the coordinator of training and dissemination at the University of Kansas Institute for Research in Learning Disabilities at Lawrence. Translating research into national practice is easier said than done. Nevertheless, a number of factors have prompted researchers at the University of Kansas Institute for Research in Learning Disabilities (KU-IRLD) to work toward ensuring that their research findings will impact students in today’s schools. The first and most influential of these factors relate to the success of a programmatic line of research that has been conducted over the last 10 years at the KU-IRLD. Within this line of research, several learning strategies have been developed (e.g., Hughes, Schumaker, Deshler, & Mercer, 1988; Lenz, Schumaker, Deshler, Beals, 1984; Nagel, Schumaker, & Deshler, 1986; Schumaker, Denton, & Deshler, 1984; Schumaker, Nolan, & Deshler, 1985), and