Too often children with complex learning problems are simply considered abnormal and receive less respect, less attention, and a less well-rounded program. (Author)

Covers two major aspects of reading instruction for mildly mentally handicapped children in the regular classroom: a review of their reading characteristics and a presentation of questioning techniques useful for promoting their reading comprehension. (FL)

Discusses study conducted to determine whether early elementary children identified as poor readers changed status within three years and to assess the effects of remedial instruction. (JM)

Examines the relationship between 14 social process variables and the reading performances of 180 slow learners, ages 7-15. Finds that two of those factors (brith trauma and being held back in school) emerge as predictors of reading comprehension, word recognition, and spelling. (RL)

Discusses Direct Instruction (DI), its rationale, principles of curricular design, and presentation techniques. Presents research on the effectiveness of DI with disadvantaged and handicapped learners. Also offers criticisms of DI. (RAE)

Argues that the impact of neurological disorganization has been largely overlooked in both the training and in the implementation of educational programs. Discusses the nature and development of intelligence and neurological disintegration. (FL)