A teacher with 20 years' experience in teaching at-risk students relates encounters with individuals in New York City high schools and community colleges. He recommends a holistic approach in teaching, involving encouragement, collaboration, and orality, with a lesser emphasis on subject mastery. (DM)

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…

Offers teachers a number of suggestions dealing with acronyms, post-graduation advice, vocabulary in social context, and pronunciation of regular past tense verbs. (AEA)

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

The ACT National Curriculum Survey is a one-of-a-kind nationwide survey of educational practices and expectations conducted by ACT every 3 to 5 years. ACT surveys thousands of middle school/junior high school, secondary, and postsecondary teachers in English/writing, reading (including English language arts and social studies teachers),…

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

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…

This study proposed to identify the objectives of the remedial English 21 course and to discover the factors that contributed to or interfered with the success of the objectives. The major part of the study involved 500 students randomly selected, 100 from each of five junior colleges. Students answered a questionnaire indicating which incidents…

This paper presents a series of practical suggestions for remedial reading teachers, particularly those who are newly appointed or who have been assigned to a new school setting. The suggestions are organized into five main sections: structuring the job, planning for efficient use of the remedial teacher's time, developing relationships with…

This survey examines the extent and nature of certain special educational and support services for educationally disadvantaged community college students. The data are based on responses from 76 per cent of 180 public 2-year colleges in the Midwest. The findings were: (1) one out of nine Midwestern community college students is involved in…

A remedial reading program can be justified if it is well managed. Such a program is characterized by effective planning, organization, staffing, direction, control, innovation, representation, and communication. The key to a well-managed remedial reading program is a responsible principal. The principal should organize a committee to handle…

The vast majority of children need have no real difficulty with reading. A short, structured course, together with a large amount of effort and goodwill from the teachers, appears to have success at coping with many of those children entering a secondary school as poor or hesitant readers. (Author)

Suggests some basic knowledge that teachers of remedial English should possess before being considered qualified to teach. (TO)

Presents a check list created by teachers to be used as an evaluation instrument in observations of reading laboratories in the New York City area. Reflects their ideas about the essential components of a remedial reading program. (FL)

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)