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)

Having developmental writing students work in small groups to discuss errors, collaborate on writing, critique each others' writing, and discuss and clarify ideas increases students' involvement in their own writing. During class, the instructor often serves as consultant and mediator; though structured, monitored time is also provided for…

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)

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)

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

The use of neurolinguistic programming techniques is suggested as a means of enhancing rapport with students. Mirroring, digital mirroring, analog mirroring, metaphors, knowing persons, and how these aid in presenting content are each discussed. (MNS)

Shows how to relate formal instruction to students' informal knowledge. Indicates that the approach (which is applicable across topics, ability, and age) may help children feel more in control of their work and feel better about themselves and mathematics. (JN)

The paper looks at similarities and differences between instructional and social problems. Clear parallels are drawn and a basic proactive instructional plan is presented for remedying social problems in students in which educators first analyze the behavior pattern and then teach a replacement strategy. (Author/DB)

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)

Research based instructional procedures to facilitate generalization of learning strategies by remedial students are offered at four levels of generalization: antecedent, concurrent, subsequent, and independent. Within each level, specific procedures mediated by the special teacher, the regular teacher, peer, and/or student are illustrated.…

Presents guidelines for effective vocabulary instruction, stressing the importance of using mixed methods, learning vocabulary in context, maintaining student interest, and active learning. Describes three generative vocabulary strategies: student-initiated vocabulary study, the keyword method of imagining, and concept cards. (AYC)

Identifies problems in the nature and execution of remedial writing courses and suggests possible solutions to these problems. (JL)

Composition is not a straightforward, linear process; it involves a creative search for meaning that becomes clear only as the writer engages in the composing process. This suggests that teaching not dwell on the correctness of the finished product. (Author/SJL)