Table Of Content

ANNUAL INDEX Journal of Learning Disabilities January—December 1995 Volume 28 ABRAHAMSEN, Eileen P.; SPROUSE, ment and Attention-Def/iH cypietr - DE LOPEZ, Cynthia Klingler Kaufman: Pamela T.: Fable Comprehension by activity Disorder in Children with See FLETCHER, Todd V., 530-534, 544. Children with Learning Disabilities, Left- or Right-Hemisphere Dysfunc- DENCKLA, Martha Bridge: See 302-308. tion, 35-43, 64. SCHUERHOLZ, Linda J., 18-29. ALBINGER, Peggy: Stories From the BRINCKERHOFF, Loring C.: See SHAW, DENTI, Louis G.; KATZ, Michael S.: Resource Room: Piane Lessons, Stan F., 586-597. Escaping the Cave to Dream New Imaginary Illness, and Broken-Down BRYAN, Tanis: See TUR-KASPA, Hana, Dreams: A Normative Vision for Cars, 615-621. 44-52; See YASUTAKE, David, 329- Learning Disabilities, 415-424. AMIR, Naomi: See GROSS-TSUR, Varda, 334. DIAZ, Esteban: See COUSIN, Patricia 80-86. BUTLER, Deborah L.: Promoting Stra- Tefft, 656-663. ANDERSON, Peggy L.; KAZMIERSKI, tegic Learning by Postsecondary DIPPO, Don: See DUDLEY-MARLING, Stefan; CRONIN, Mary E.: Learning Students with Learning Disabilities, Curt, 408-414. Disabilities, Employment Discrimina- 170-190. DITTON, Patricia: See SHIELDS, John D., tion, and the ADA, 196-204. BUTTON, Linda, J.: See REID, D. Kim, 372-384. APTHORP, Helen S.: Phonetic Coding 602-614. DONATELLE, Joseph R.: See and Reading in College Students With CARR, Margaret N.: A Response to the SPAFFORD, Carol S., 240-252. and Without Learning Disabilities, Responders, 136-138. DONAWA, Wendy: Growing Up 342-352. CHURCH, Robin P.: See SCHUERHOLZ, Dyslexic: A Parent’s View, 324-328. BACON, Ellen H.; BLOOM, Lisa A.: Linda J., 18-29. DONEY, Cynthia Jeffries: Creating Beyond the Herring Sandwich Phe- COHEN, Morris J.: See BRANCH, Walter Opportunities, or What Is It Like to Be nomenon: A Holistic Constructivist B., 35-43, 64. a WHALE?, 194-195. Approach to Teacher Education, COOPER, Bruce A. B.: See SHIELDS, DUCHARME, Catherine C.: Valuing 636-645. John D., 372-384. Differences: The Children We Don’t BANERJI, Madhabi; DAILEY, Ronald A.: CORNWALL, Anne: See MACDONALD, Understand, 582-585. A Study of the Effects of an Inclusion G. Wayne, 523-527. DUDLEY-MARLING, Curt; DIPPO, Don: Model on Students with Specific COUSIN, Patricia Tefft; DIAZ, Esteban; What Learning Disability Does: Learning Disabilities, 511-522. FLORES, Barbara; HERNANDEZ, Jose: Sustaining the Ideology of Schooling, BAUMGARDNER, Thomas L.: See Looking Forward: Using a Sociocul- 408-414. SCHUERHOLZ, Linda J., 18-29. tural Perspective to Reframe the Study EDEN, Guinevere F.; STEIN, John F.; BENDER, William N.; VAIL, Cynthia O.; of Learning Disabilities, 656-663. WOOD, Maria H.; WOOD, Frank B.: SCOTT, Kristen: Teachers’ Attitudes COUTINHO, Martha J.: Who Will Be Verbal and Visual Problems in Toward Increased Mainstreaming: Learning Disabled After the Reau- Reading Disability, 272-290. Implementing Effective Instruction for thorization of IDEA? Two Very ELLENWOOD, Audrey E.: See Students with Learning Disabilities, Distinct Perspectives, 664-668. MAJSTEREK, David J., 449-456. 87-94, 120. CRANSTON-GINGRAS, Ann: See PAUL, EPANCHIN, Betty: See PAUL, James L., BLOOM, Lisa A.: See BACON, Ellen H., James L., 646-655. 646-655. 636-645. CRONIN, Mary E.: See ANDERSON, FALIK, Louis H.: Family Patterns of BLUECHARDT, Mary H.; SHEPHARD, Peggy L., 196-204. Reaction to a Child with a Learning Roy J.: Using an Extracurricular CULLEN, Joseph P.: See SHAW, Stan F., Disability: A Mediational Perspective, Physical Activity Program to Enhance 586-597. 335-341. Social Skills, 160-169. DAILEY, Ronald A.: See BANERJI, FAWCETT, Angela J.: See BRACHACKI, BOOTHROYD, Margaret: See RUIZ, Madhabi, 511-522. Gregory W. Z., 297-301, 308. Nadeen T., 622-635. DANA, Jon P.: See SPAFFORD, Carol S., FIGUEROA, Richard A.: See RUIZ, BRACHACKI, Gregory W. Z.; 240-252. Nadeen T., 622-635. NICOLSON, Roderick I.; FAWCETT, DAS, J. P.; MISHRA, Rama K.; POOL, FLETCHER, Todd V.; DE LOPEZ, Angela J.: Impaired Recognition of Judith E.: An Experiment on Cognitive Cynthia Klingler Kaufman: A Mexican Traffic Signs in Adults with Dyslexia, Remediation of Word-Reading Perspective on Learning Disabilities, 297-301, 308. Difficulty, 66-79. 530-534. BRANCH, Walter B.; COHEN, Morris J.; DEFRIES, John C.: See LIGHT, Jacquelyn FLORES, Barbara: See COUSIN, Patricia HYND, George W.: Academic Achieve- Gillis, 96-106. Tefft, 656-663. JOURNAL OF LEARNING DISABILITIES FREUND, Lisa S.: See SCHUERHOLZ, JORDAN, Nancy C.; LEVINE, Susan C.; and Spelling Achievement Eleven Linda J., 18-29. HUTTENLOCHER, Janellen: Calcula- Years Later, 523-527. GAJRIA, Meenakshi; SALEND, Spencer tion Abilities in Young Children with MACINNIS, Carole; HEMMING, J.: Homework Practices of Students Different Patterns of Cognitive Func- Heather: Linking the Needs of With and Without Learning Dis- tioning, 53-64. Students with Learning Disabilities abilities: A Comparison, 291-296. KATZ, Michael S.: See DENTI, Louis G., to a Whole Language Curriculum, GANSCHOW, Leonore; SPARKS, 415-424. 535-544. Richard: Effects of Direct Instruction KAU, Ina J.: The Assurance of Things MAJSTEREK, David J.; ELLENWOOD, in Spanish Phonology on the Native- Hoped for: Coping Behavior of Audrey E.: Phonological Awareness Language Skills and Foreign-Language Children with Language Disorders and Beginning Reading: Evaluation of Aptitude of At-Risk Foreign-Language in a Process-Writing Environment, a School-Based Screening Procedure, Learners, 107-120. 560-568. 449-456. GODDARD, Alan: From Product to Pro- KAZMIERSKI, Stefan: See ANDERSON, MANNO, Carla: See MARTIN, Kerri F., cess in Curriculum Planning: A View Peggy L., 196-204. 139-149. From Britain, 258-263. KERSHNER, John; KIRKPATRICK, MANOR, Orly: See GROSS-TSUR, Varda, GOLDSTEIN, Barbara S. C.: Critical Terry; MCLAREN, Dana: The Career 80-86. Pedagogy in a Bilingual Special Success of an Adult with a Learning MARTIN, Kerri F.; MANNO, Carla: Use Education Classroom, 463-475. Disability: A Psychosocial Study of of a Check-off System to Improve GREEN, Robert-Jay: See SHIELDS, John Amnesic-Semantic Aphasia, 121-126. Middle School Students’ Story Com- D., 372-384. KIRKPATRICK, Terry: See KERSHNER, positions, 139-149. GREENE, Catherine A.: See RICHARDS, John, 121-126. MCGUIRE, Joan M.: See SHAW, Stan F., Cathy M., 8-17. KORHONEN, Tapio T.: The Persistence 586-597. GROSSER, George S.: See SPAFFORD, of Rapid Naming Problems in Chil- MCLAREN, Dana: See KERSHNER, John, Carol S., 240-252. dren with Reading Disabilities: A 121-126. GROSS-TSUR, Varda; SHALEV, Ruth S.; Nine-Year Follow-up, 232-239. MCPHAIL, Jean C.: See PALINCSAR, MANOR, Orly; AMIR, Naomi: Devel- KREIL, Dennis A.: See WIEST, Dudley J., Annemarie Sullivan, 503-510, 522. opmental Right-Hemisphere Syndrome: 399-407. MISHRA, Rama K.: See DAS, J. P., 66-79. Clinical Spectrum of the Nonverbal KUGELMASS, Judy W.: Educating MOHR, Jennifer: See SCHUERHOLZ, Learning Disability, 80-86. Children with Learning Disabilities in Linda J., 18-29. HAAGER, Diane; VAUGHN, Sharon: Foxfire Classrooms, 545-553. MORRIS, Lynda; WATT, Joyce; Parent, Teacher, Peer, and Self-Reports LAMOREY, Suzanne: See LEIGH, James WHEATLEY, Pamela: Pupils with of the Social Competence of Students E., 353-363. Special Needs: A Scottish Perspective, with Learning Disabilities, 205-215, LAWSON, Sheila: See SEGALOWITZ, 386-390. 231. Sidney J., 309-319. NAGLE, Richard J.: See SMITH, Deborah HARRIS, Emily L.: See SCHUERHOLZ, LEIGH, James E.; HUNTZE, Sharon L.; Stiehr, 364-371. Linda J., 18-29. LAMOREY, Suzanne: Topical Issues NICOLSON, Roderick I: See BRACHACKI, HAYNES, Jacqueline B.: See Education: Teaching Controversial or Gregory W. Z., 297-301, 308. MACARTHUR, Charles A., 150-159. Sensitive Topics to Students with PALINCSAR, Annemarie Sullivan; PAR- HEARNE, Dixon; STONE, Suki: Multiple Learning Disabilities, 353-363. ECKI, Andrea DeBruin; MCPHAIL, Intelligences and Underachievement: LEVINE, Susan Cohen: See JORDAN, Jean C.: Friendship and Literacy Lessons From Individuals with Learn- Nancy C., 53-64. Through Literature, 503-510, 522. ing Disabilities, 439-448. LIGHT, Jacquelyn Gillis; DEFRIES, PARECKI, Andrea DeBruin: HEMMING, Heather: See MACINNIS, John C.: Comorbidity of Reading and PALINCSAR, Annemarie Sullivan, Carole, 535-544. Mathematics Disabilities: Genetic and 503-510, 522. HERNANDEZ, Jose: See COUSIN, Environmental Etiologies, 96-106. PAUL, James L.; EPANCHIN, Betty; Patricia Tefft, 656-663. LOVELACE, Laura: Exploring Writing— ROSSELLI, Hilda; TOWNSEND, HIGGINS, Eleanor L.: See RASKIND, From Rebellion to Participation, Brenda L.; CRANSTON-GINGRAS, Marshall H., 425-438. 554-559, 568 Ann; THOMAS, Daphne: Addressing HISHINUMA, Earl S.: WISC-III Accom- LYON, Mark A.: A Comparison Between the Inevitable Conflicts in Reforming modations: The Need for Practitioner WISC-III and WISC-R Scores for Teacher Education: One Department's Guidelines, 130-135. Learning Disabilities Reevaluations, Story, 646-655. HUTTENLOCHER, Janellen: See 253-255. POOL, Judith E.: See DAS, J. P., 66-79. JORDAN, Nancy C., 53-64. MACARTHUR, Charles A.; HAYNES; POPLIN, Mary S.: Looking Through HUNTZE, Sharon L.: See LEIGH, James Jacqueline B.: Student Assistant for Other Lenses and Listening to Other E., 353-363. Learning from Text (SALT): A Hyper- Voices: Stretching the Boundaries of HYND, George W.: See BRANCH, Walter media Reading Aid, 150-159. Learning Disabilities, 392-398. B., 35-43, 64. MACDONALD, G. Wayne; CORNWALL, RASKIND, Marshall H.; HIGGINS, JACKMAN, Jessica A.: In Knowing Our Anne: The Relationship Between Eleanor L.: Reflections on Ethics, Students Ourselves, 569-574. Phonological Awareness and Reading Technology, and Learning Disabilities: VOLUME 28, NUMBER 10, DECEMBER 1995 Avoiding the Consequences of SCOTT, Kristen: See BENDER, William SZUSZKIEWICZ, Tara A.: See RICH- Ill-Considered Action, 425-438. N., 87-94, 120. ARDS, Cathy M., 8-17. REID, D. Kim; BUTTON, Linda J.: Anna’s SEGALOWITZ, Sidney J.; LAWSON, THOMAS, Daphne: See PAUL, James L., Story: Narratives of Personal Experi- Sheila: Subtle Symptoms Associated 646-655. ence About Being Labeled Learning With Self-Reported Mild Head Injury, THORSON, Sue: Macbeth in the Disabled, 602-614. 309-319. Resource Room: Students with Learn- REISS, Allan L.: See SCHUERHOLZ, SHALEV, Ruth S.: See GROSS-TSUR, ing Disabilities Study Shakespeare, Linda J., 18-29. Varda, 80-86. 575-581. RHODES, William C.: Liberatory SHAW, Stan F.; CULLEN, Joseph P.; TOWNSEND, Brenda L.: See PAUL, Pedagogy and Special Education, MCGUIRE, Joan M.; BRINCKER- James L. 646-655. 458-462. HOFF, Loring C.: Operationalizing a TUR-KASPA, Hana; BRYAN, Tanis: RICHARDS, Cathy M.; SYMONS, Definition of Learning Disabilities, Teachers’ Ratings of the Social Com- Douglas K.; GREENE, Catherine A.; 586-597. petence and School Adjustment of SZUSZKIEWICZ, Tara A.: The SHEPHARD, Roy J.: See BLUECHARDT, Students with LD in Elementary and Bidirectional Relationship Between Mary H., 160-169. Junior High School, 44-52. Achievement and Externalizing SHIELDS, John D.; GREEN, Robert-Jay; VAIL, Cynthia O.: See BENDER, William Behavior Problems of Students with COOPER, Bruce A. B.; DITTON, N., 87-94, 120. Learning Disabilities, 8-17. Patricia: The Impact of Adults’ Com- VAN STRIEN, Jan W.; STOLK, Brigitte D.; ROSSELLI, Hilda: See PAUL, James L., munication Clarity Versus Communi- ZUIKER, Sandra: Hemisphere-Specific 646-655. cation Deviance on Adolescents with Treatment of Dyslexia Subtypes: Better RUEDA, Robert: See RUIZ, Nadeen T., Learning Disabilities, 372-384. Reading with Anxiety-laden Words? 622-635. SMITH, Deborah Stiehr; NAGLE, 30-34. RUIZ, Nadeen T.: The Social Construc- Richard J.: Self-Perceptions and Social VAUGHN, Sharon; SCHUMM, Jeanne tion of Ability and Disability: I. Profile Comparisons Among Children with Shay: Responsible Inclusion for Stu- Types of Latino Children Identified As LD, 364-371. dents with Learning Disabilities, 264— Language Learning Disabled, 476-490. SPAFFORD, Carol S.; GROSSER, George 270, 290. RUIZ, Nadeen T.: The Social Con- S.; DONATELLE, Joseph R.; SQUIL- VAUGHN, Sharon: See HAAGER, Diane, struction of Ability and Disability: LACE, Steven R.; DANA, Jon P.: Con- 205-215, 231. I]. Optimal and At-Risk Lessons in trast Sensitivity Differences Between WATSON, Catherine; WILLOWS, Dale a Bilingual Special Education Class- Proficient and Disabled Readers Using M.: Information-Processing Patterns in room, 491-502. Colored Lenses, 240-252. Specific Reading Disability, 216-231. RUIZ, Nadeen T.; RUEDA, Robert; SPARKS, Richard: See GANSCHOW, WATT, Joyce: See MORRIS, Lynda, 386- FIGUEROA, Richard A.; BOOTH- Leonore, 107-120. 390. ROYD, Margaret: Bilingual Special SPROUSE, Pamela T.: See ABRAHAM- WHEATLEY, Pamela: See MORRIS, Education Teachers’ Shifting Para- SEN, Eileen, P., 302-308. Lynda, 386-390. digms: Complex Responses to Edu- SQUILLACE, Steven R.: See SPAFFORD, WIEST, Dudley J.; KREIL, Dennis A.: cational Reform, 622-635. Carol S., 240-252. Transformational Obstacles in Special SALEND, Spencer J.: See GAJRIA, STEIN, John F.: See EDEN, Guinevere F., Education, 399-407. Meenakshi, 291-296. 272-290. WILLOWS, Dale M.: See WATSON, SCHUERHOLZ, Linda J.; HARRIS, STOLK, Brigitte D.: See VAN STRIEN, Catherine, 216-231. Emily L.; BAUMGARDNER, Thomas Jan W., 30-34. WOOD, Frank B.: See EDEN, Guinevere L.; REISS, Allan L.; FREUND, Lisa S.; STOLOWITZ, Margaret A.: How to F., 272-290. CHURCH, Robin P.; MOHR, Jennifer; Achieve Academic and Creative WOOD, Maria H.: See EDEN, Guinevere DENCKLA, Martha Bridge: An Anal- Success in Spite of the Inflexible, F., 272-290. ysis of Two Discrepancy-based Models Unresponsive Higher Education YASUTAKE, David; BRYAN, Tanis: The and a Processing-Deficit Approach System, 4-6. Influence of Affect on the Achieve- in Identifying Learning Disabilities, STONE, Suki: See HEARNE, Dixon, 439- ment and Behavior of Students with 18-29. 448. Learning Disabilities, 329-334. SCHUMM, Jeanne Shay: See VAUGHN, SYMONS, Douglas K.: See RICHARDS, ZUIKER, Sandra: See VAN STRIEN, Jan Sharon, 264—270, 290. Cathy M., 8-17. W., 30-34.