Descriptor
| Individualized Instruction | 4 |
| Tutorial Programs | 4 |
| Writing (Composition) | 4 |
| Teaching Methods | 3 |
| Writing Instruction | 3 |
| Program Descriptions | 2 |
| College Freshmen | 1 |
| Compensatory Education | 1 |
| Elementary Education | 1 |
| English | 1 |
| English Instruction | 1 |
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| Language Arts | 1 |
| Learning Disability Quarterly | 1 |
| Research in the Teaching of… | 1 |
| Teaching English in the… | 1 |
Author
| Arnold, Daniel S. | 1 |
| Berninger, Virginia | 1 |
| Brooks, Allison | 1 |
| Duke, Charles R. | 1 |
| Jackson, Louise A. | 1 |
| Sutton, Doris G. | 1 |
| Vaughan, Katherine | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 2 |
| Guides - Classroom - Teacher | 1 |
| Reports - Research | 1 |
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| Practitioners | 1 |
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Peer reviewedJackson, Louise A. – Language Arts, 1981
Describes a program in which outside experts are enlisted to enrich and supplement a classroom writing program through individual tutoring. Offers guidelines for establishing such a program and suggests appropriate activities. (HTH)
Descriptors: Elementary Education, Individualized Instruction, Program Descriptions, Tutorial Programs
Peer reviewedSutton, Doris G.; Arnold, Daniel S. – Research in the Teaching of English, 1974
No significant differences in attrition rates were found between groups of students enrolled in conventional and individualized remedial freshman English courses. (JH)
Descriptors: College Freshmen, Compensatory Education, English, English Instruction
Peer reviewedDuke, Charles R. – Teaching English in the Two-Year College, 1980
Advocates individualizing remedial writing courses at the college level and describes three programs that emphasize individual placement, focus on student writing rather than on workbook materials, and offer peer tutoring. (MKM)
Descriptors: Individualized Instruction, Learning Laboratories, Peer Teaching, Program Descriptions
Peer reviewedBrooks, Allison; Vaughan, Katherine; Berninger, Virginia – Learning Disability Quarterly, 1999
Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological…
Descriptors: Grade 4, Grade 5, Handwriting, Individualized Instruction
