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Cognitive behavior modification (CBM), Direct Instruction (DI), and holistic approaches to the education of students with learning disabilities are compared for purposes of identifying similarities and differences in instructional practice. Comparative discussions are organized around four distinctions: specific vs. general, bottom-up vs. top-down, structured vs. unstructured, and effectiveness vs. ineffectiveness. (Author/CL)

This article considers the ramifications of early reading failure within the context of J. Chall's five-stage model of reading development: (1) initial decoding, (2) fluency, (3) reading for meaning, (4) relationships and viewpoints, and (5) synthesis. Instructional implications include learning disabled students' special need for good instruction in stage 3. (DB)

Compares the effects of reinforcement and response cost on the selective attention and verbal rehearsal performance of learning disabled children using a modified version of Hagen's Central-Incidental task. Facilitation of selective attention and verbal rehearsal through reinforcement condition; Comparison of selective attention of normal and learning disabled.