A survey of 260 reading clinicians yielded a list of 25 books recommended for remedial reading teachers. (DD)

Discusses practice reading and the pause, prompt, and praise remedial reading procedures used with low-progress readers of primary school age. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between reader and tutors. (Author/BSR)

A remedial instructor recounts experiences with a fifth-grade mainstreamed student with learning problems and a disruptive home environment. (HTH)

THE TOWN OF BATAVIA, ILLINOIS, EXPERIMENTED WITH A PLAN FOR TRAINING ITS OWN READING TEACHERS. FORMER TEACHERS AND OTHER WELL-QUALIFIED INDIVIDUALS LIVING IN THE COMMUNITY WERE HIRED TO TEACH 2 TO 4 DAYS EACH WEEK. DURING THE PRESCHOOL PLANNING DAYS, THE SPECIAL READING TEACHERS (ONE FOR EACH ELEMENTARY SCHOOL) MET WITH THE READING COORDINATOR TO…

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

The experience of a remedial classroom reading specialist shows that many children with learning disabilities are victims of child abuse. These children need more guidance and guardianship in the classroom as well as educators and administrators committed to addressing children's fundamental rights to protection. (MD)

Reading instruction provided by classroom, remedial, and resource teachers (n=48) in six schools was observed. Findings showed that the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques. Comparable time was also devoted to comprehension, decoding, and indirect reading…

The Lafayette Parish Compensatory/Remedial Program for 1985-86 involved remedial teachers in 31 schools serving 1,022 students in grades 2 through 6 who had previously failed the state Basic Skills Test (BST). A minimum of 70 hours instruction was provided to the children in the area(s) in which each was deficient. Focus was on assessing the…

Provides a detailed account of role of the peripatetic remedial teacher as perceived by those in daily contact with her. Examines the role within an educational context to raise issues about developing the role to accommodate changing expectations resulting from the implementation of the 1981 Education Act (England), in respect to children with…

This ESEA Title III program description was designed as a practical aid for beginning remedial reading teachers in an elementary school that does not employ an experienced or qualified remedial reading instructor. Useful information is given about the identification of students reading below their grade level expectancy and about the diagnosis and…

A relatively context-free method of assessing teacher behavior was tested on nine preschool teachers, five elementary school teachers, and seven remedial teachers in Israel. The context is removed via use of extremely brief (10-second) video clips of teacher behavior, separated into verbal and non-verbal channels. (TJH)

Data for evaluation of the Mobile Remedial Unit, instituted to assist approximately 250 isolated Queensland children with learning difficulties during 1978 and 1979, were obtained by visits to 10 schools; discussions with principals, teachers, administrators, and the 2 mobile remedial teachers; document analysis; and travel with a remedial teacher…