Memorizing basic facts is difficult for many learning-disabled (LD) students. Recent research and curriculum development projects in Australia and the United States have investigated ways to make teaching and learning the facts easier. Research results and implications from four major projects are presented. Ten specific guidelines are then given and illustrated by examples from addition. Special emphasis is on modifying the sequence of instruction and the presentation of learning tasks within that sequence to match the learning style and needs of individual students. Suggestions for developing self- monitoring skills that help LD students learn how to learn are also given.
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