Overview

Introduction

Guide Focus

What are Learning Disabilities?

Role of Formal Assessment

LD Students in Your Composition Classroom

LD Students in a Writing Center Tutorial

Teacher Resources

An Introduction to Resources for Disabled Students

Annotated Bibliography

Relevant Web Sites


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Authors & Contributors

Annotated Bibliography

Crux, Sandra C. Learning Strategies for Adults: Compensations for Learning Disabilities. Middletown: Wall & Emerson, Inc., 1991.

This text offers specific strategies for adult educators for helping adults learn compensatory methods for their specific learning disabilities.

Dunn, Patricia A. Learning Re-Abled: The Learning Disability Controversy and Composition Studies. Portsmouth: Boynton/Cook Publishers, Inc., 1995.

This book is a must read for any teacher or student interested in looking into the many issues that contribute to the learning disability controversy. The author not only offers a brief overview of how LD studies and composition have grown up together, but also gives teachers numerous possible approaches for working with students with learning disabilities.

Gaskins, Jacob C. "Teaching Writing to Students with Learning Disabilities: The Landmark Method." TETYC. 22.2 (1995): 116-122.

This article lays out the basic principles of the Landmark Method of teaching writing to LD students.

Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties. Boston: Allyn and Bacon, 1998.

This impressive text is mostly geared toward teachers of children with learning disabilities, but there are quite a few useful teaching and learning strategies that will apply to post-secondary students as well.

Hutto, Melanie P. "Adults Who Have A Learning Disability: A Guide for the ABE Instructor." 1995. ERIC. CD-ROM.

Although written specifically for ABE instructors, this guide provides numerous strategies that would be appropriate for any writing tutor.

Kulick, Hollybeth. "Telltale Signs of a Learning Disability." Denver: Blue Spectrum Press, 1980.

A fairly dated but still relevant overview of what teachers can look for to determine whether students might have a learning disability. Includes the "telltale signs," as well as questions to ask the students.

Lipson, Marjorie Y. and Karen K. Wixson. Assessment and Instruction of Reading and Writing Disability: An Interactive Approach. 2nd ed. New York: Longman, 1997.

This text offers a great mini-history of reading and writing theory and practice, and bases its own instructional models on a blend of cognitive and social approaches to learning. It leads writing and reading teachers through the process of assessing their own teaching methods as well as instruction in informal assessment.

Mather, Nancy and Rhia Roberts. Informal Assessment and Instruction In Written Language. New York: John Wiley & Sons, Inc., 1995.

This text is a detailed instruction manual for teachers, particularly elementary school teachers, who are interested in informally assessing their students' possible learning difficulties. Although for the most part this text is not relevant for college students (the text is very specifically focused on children's writing samples), some of the reading comprehension strategies are perfectly applicable to any writing/reading teacher trying to help her students better understand and write about a text.

Merson, Martha. "An Ideal Student's Lack of Progress, or Snowshoveling in Unfamiliar Territory." Connections: A Journal of Adult Literacy. 5 Win 1995: 46-51.

Merson documents a "patient" teacher's approach to finding the best strategies for teaching reading and writing to a learning disabled student.

Pardes, Joan Rudel and Rebecca Z. Rich. "Teaching Writing to College Students with Learning Disabilities." Intervention in School and Clinic. 31.5 (1996): 297-302.

This article delineates a course to teach college students with learning disabilities how to become self-regulated learners in writing through strategies in prewriting, drafting, revising, and editing.

Plata, Maximino, et al. "Comparative Writing Performance of College Students With and Without Learning Disabilities." Journal of Research and Development in Education. 29.1 (1995): 20-26.

This article argues that holistic assessment can be used as a screening tool to find students who need additional assessment for learning disabilities.

Sherwood, Steve. "Apprenticed to Failure: Learning from the Students We Can't Help." The Writing Center Journal. 17.1 (1996): 49-57.

This article offers advice to writing center tutors who feel that they have failed in meeting the needs of students with learning disabilities. Sherwood argues that failure is a part of teaching, and can be used as learning tools to for re-evaluating and changing our tutoring strategies.

Smith, Judith O. "Self-Reported Written Language Difficulties of University Students with Learning Disabilities." Journal of Postsecondary Education and Disability. 10.3 (1993): 1-10.

31 University students with learning disabilities were interviewed for their comments on the willingness of university professors to accommodate them and grant their requests.

Smith, Sally L. Succeeding Against the Odds: Strategies and Insights from the Learning Disabled. Los Angeles: Jeremy P. Tarcher, Inc, 1991.

A look at learning disabilities from the perspective of students and adults with various disabilities.

Stracher, Dorothy A. "Providing Strategies for Learning Disabled College Students: Continuous Assessment in Reading, Writing and Reasoning." Research and Teaching in Developmental Education. 10.1 (1993): 65-84.

This article describes a model program for potentially gifted learning disabled college students. This program both offers strategies for LD students and suggestions for tutors in in-depth training with their students.

"Tutor Training for Occupational Students With Learning Disabilities: PY95 Final Detailed Report." 15 Aug. 95 ERIC. Online. FirstSearch. 23 March 1998.

Although this source is specifically geared toward training tutors in occupational therapy, there are several great strategies for teaching writing and reading to adult learners.