"Developmental Education Preparation" suggests faculty development that can be used for teaching developmental education and corequisites courses, specifically in mathematics. Providing a look into the needs of students that may not be prepared for college level courses, the premise of the book is to prepare the faculty as much as…

Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based…

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math.…

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

A model for teaching college remedial mathematics is presented, with information on the background, the development of the model, and the model itself, as well as a discussion of how the model is used. (MNS)

A writing center derives its definition from the services it renders. (HOD)

Explains how intervention differs from remediation and discusses the five step process of intervention. (ASK)

The author presents a task analysis model for interpreting diagnostic test performance and for planning a remedial program for learning disabled students. A survey of evaluation instruments is given for eight skill areas, including oral expression, listening comprehension, and basic reading skills. A case study illustrates the approach. (CL)

Offers successful teaching techniques from the English as a Second Language classroom that should be useful in remedial writing instruction. Emphasizes building student self-esteem and leading the student through drills and composition exercises at an individualized pace. (RL)

Describes a weekly vocabulary assignment for college students with poor reading skills and shows how it provides incidental reading and writing benefits. (RL)

Discusses methods of using small dry-erase boards with each student so that students can do work in class and readily change answers. Notes that the boards are large enough so students can easily see other students' work for feedback purposes. (MVL)

Presents a method for collecting, categorizing, and precisely analyzing spelling errors. Suggests several corrective spelling strategies. (MM)

Describes a diagnostic and remedial spelling approach used with high school students. (HOD)

Suggests activities for teaching students to put story events in the proper sequence when they read and write. (FL)