Guidelines are offered for increasing the motivation of learning disabled adolescents. Suggestions emphasize the importance of age appropriateness, awareness of student interests and attitudes, creativity, and high expectations. (CL)

Learning disabled students who know how to tell time may still need instruction in using time in practical situations. Such instruction should focus on skills such as determining the amount of time between two given times, approximating time requirements for recurrent tasks, and predicting time (CL)

A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

An approach to teaching time telling to learning disabled children begins with the child drawing a clock, then designating 5-minute marks, using old alarm or play clocks to manipulate the hands, and drawing clock hands to represent specific times. (CL)

Suggestions are made for helping learning disabled students correct reversal errors. Activities include tracing over words, using a pencil or finger to keep the eyes moving toward the right, and underlining frequently reversed words. (CL)

Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)

The article discusses the use of suggestopedia, a teaching technique that uses suggestion and unusual presentaton styles to accelerate learning, with learning disabled children. The method is briefly described and a typical suggestopedic lesson is outlined. Four components (suggestion, relaxation/imagery, exciting presentations, and music or…

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

A diagnostic-prescriptive scheme is illustrated using subtests of the Slingerland Screening Tests for Identifying Children with Specific Language Disability and the Detroit Tests of Learning Aptitude. The scheme is intended to focus on the child's learning style by examining the task and the strategies employed. (CL)

Techniques for teaching spelling to learning disabled elementary students are described, including suggestions for reinforcing learning. (JW)

A teacher of secondary learning disabled students describes how she began to work on her students' writing skills by incorporating a five-minute writing exercise into the beginning of each class. In addition to increased interest in writing, the approach also improved classroom management by the comfortable routine. (CL)

An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)

Teachers can motivate secondary learning disabled students to improve their handwriting skills by allowing students to take examinations from their notes, providing address books in which students write their friends' phone numbers and addresses, and using cooking as a means to improve handwriting. (CL)

A spelling approach which incorporates music on a cassette with spelling, pronunciation, and definition of specific words was successful in improving junior high learning disabled students' spelling performance, self-esteem, and sequential memories. (CL)

Learning disabled adolescents can be helped by teachers who incorporate intrinsic methods of motivation into instruction. The approach emphasizes choices, ownership, relevance, and feedback. Students profit academically as well as emotionally. (CL)