This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4-9 in two urban and suburban communities. After six months of classroom-based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom-based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.

The existence of natural talent becomes easier to see at extremes in performance. Practice alone could not account for the differences in performance that exist at the highest levels. Practice and other factors are no doubt important contributors to outstanding performance, but not enough to explain great creative works. Talent is essential.

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Oral communication abstracts gestation. Both mother and the child were doing well on follow-up 3 months postpartum. The isolated abdominal aortic dissection during pregnancy is extremely rare. We reported our case focusing on ultrasound and magnetic resonance imaging, treatment strategies and outcomes, A suitable treatment strategy for isolated abdominal aortic dissection during pregnancy should be chosen based on an individual's comprehensive clinical condition.