Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-25T06:30:23.797Z Has data issue: false hasContentIssue false

Learning Difficulties: The Millennium and Other Bugs

Published online by Cambridge University Press:  26 February 2016

Stephen Issacson*
Affiliation:
Portland State University, USA
*
Address for: Stephen Issacson PhD, Portland State University, USA. This paper was printed as the Keynote Address at the Combined Associations Conference, July 3,2000, in Brisbane, Australia.

Extract

I live and work in the beautiful city of Portland, Oregon. I realize that some of you may not know exactly where Oregon is. When I lived for a year in England, most of the people I met thought Oregon was somewhere in the middle of the U.S. like the other “O” states – Oklahoma and Ohio. However, when I told my English friends that Oregon was the state immediately north of California, they knew exactly where it was. Everyone, it seems, knows where California is: Hollywood, surfers, Disneyland, etc.

Type
Research Article
Copyright
Copyright © The Australian Association of Special Education 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Elbow, P. (1981). Writing with power: Techniques for mastering the writing process. New York: Oxford University Press.Google Scholar
Englert, C., Raphael, T., & Anderson, L. (1992). Socially mediated instruction: Improving students’ knowledge and talk about writing. Elementary School Journal, 92, 411449.Google Scholar
Flower, L., & Hayes, J. (1980). The dynamics of composing: Making plans and juggling constraints. In Gregg, L. W. & Steinberg, E. R. (Eds.), Cognitive processes in writing (pp. 3150). Hillsdale, NJ: Erlbaum.Google Scholar
Frank, M. (1979). If you’re trying to teach kids how to write, you’ve got to have this book! Nashville, TN: Incentive Publications.Google Scholar
Gersten, R., & Baker, S. (in press). Teaching expressive writing to students with learning disabilities. Elementary School Journal.Google Scholar
Graham, S., & Harris, K. (1989). Components analysis of cognitive strategy instruction: Effects on learning disabled students’ compositions and self-efficacy. Journal of Educational Psychology, 81, 353361.CrossRefGoogle Scholar
Graves, D. (1985). All children can write. Learning Disabilities Focus, 1, 3643.Google Scholar
Gregg, S., Raphael, T., & Englert, C. (1987, April). The expository writing and reading performance of regular and special education students. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.Google Scholar
Hallahan, D., Kauffman, J., & Lloyd, J. (1996). Introduction to learning disabilities. Boston, MS: Allyn & Bacon.Google Scholar
Smith, C. (1998). Learning disabilities: The interaction of learner, task, and setting(4th ed.). Boston, MA: Allyn & Bacon.Google Scholar
Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99114.CrossRefGoogle Scholar