This descriptive qualitative case study explored the changing role of the reading specialist through various perceptions of professionals in the Neon Shadow School District. The purpose of the study was to explore what, how, and why the duties and responsibilities of the reading specialist have changed since first employed as an…

While all schools require specially qualified remedial teachers, the provision of remedial help for individual children is a responsibility of all teachers, whether they are class teachers in a primary school or subject specialists in a secondary school. Remedial teachers have a new and important role in advising and cooperating with their…

Guidelines are provided for teachers who assist early French immersion students with learning problems. Learning assistance is intended for pupils who are having trouble keeping up with their class and could benefit from short periods of individual or small group instruction. The functions of the learning assistance teacher include diagnostic…

Reading teachers should not only work with children, but also with classroom teachers to help them initiate their reading programs. (JH)

A proposal toward improving competence in teaching remedial courses involved the creation of a particular kind of joint teaching assignment. The factors that should characterize the assignment were explained. (Author/RK)

Describes some ways to make mixed ability teaching more relevant for slow learning students and to relieve some of the apprehension experienced by classroom teachers. (Author/RK)

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)

Calls for a reassessment of the remedial teacher's role. (Editor/RK)

Discusses changes in the traditional role of remedial education as a result of integrating students with learning disabilities into the normal curriculum. Describes roles of the remedial teachers and students in this changed situation. (KC)

Reviews the literature on developmental studies programs, focusing on selecting effective teachers; personalized instruction and mastery learning; teacher competence in helping relationships; faculty preparation programs; learning disabilities; and the administration and management of developmental studies programs. (AYC)

Reducing math anxiety and building basic mathematical skills should not be treated as separate processes, but can and should be undertaken simultaneously. To do so requires a positive attitude on the part of the instructor; the establishment of an atmosphere in the classroom that encourages learning; and the instructor's awareness of different…

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…

Outlines an experimental intervention program designed for children "at risk" of educational failure in Dyfed County, Wales. The program redefines the roles of "remedial" teachers and seeks to improve cooperation between the school, the health authority, and the social services department. (AS)

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…