Learning disabled students who know how to tell time may still need instruction in using time in practical situations. Such instruction should focus on skills such as determining the amount of time between two given times, approximating time requirements for recurrent tasks, and predicting time (CL)

A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

An approach to teaching time telling to learning disabled children begins with the child drawing a clock, then designating 5-minute marks, using old alarm or play clocks to manipulate the hands, and drawing clock hands to represent specific times. (CL)

Multisensory techniques to remediate reversal problems in learning disabled students are reviewed. (CL)

Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

The article discusses the use of suggestopedia, a teaching technique that uses suggestion and unusual presentaton styles to accelerate learning, with learning disabled children. The method is briefly described and a typical suggestopedic lesson is outlined. Four components (suggestion, relaxation/imagery, exciting presentations, and music or…

Techniques for teaching spelling to learning disabled elementary students are described, including suggestions for reinforcing learning. (JW)

A teacher of secondary learning disabled students describes how she began to work on her students' writing skills by incorporating a five-minute writing exercise into the beginning of each class. In addition to increased interest in writing, the approach also improved classroom management by the comfortable routine. (CL)

An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)

Preliminary results involving two classes of 24 learning disabled (LD) students (9- to 11-years-old) revealed that both teacher modeling and participant modeling were effective in increasing student performance on syllabication problems. Participant modeling, especially, appeared to be a promising method for helping LD students in the classroom.…

Cumulative teaching, in which it is made certain that a child acquires one competency before proceeding to another of the same type, is described in terms of assumptions, main ideas, and its application to phonics, vocabulary, and basic addition for learning disabled students. (CL)

The article reviews traditional analog time-telling instruction and introduces an alternative approach for learning disabled and other mildly handicapped students. The applied digital approach couples concrete instructional techniques with murals depicting time-related actions of student's day. (CL)

The ARROW (Aural, Read, Respond, Oral, Written) Technique using students' self-voice echoing was the most effective method in helping 25 dyslexic adolescents learn their multiplication tables compared to tutor voice, read and say, and write and say methods. (CL)

The author offers suggestions to help teachers create a climate favorable to the growth of students with learning disabilities. Stressed are the need for freedom from distraction, the provision of alternative methods of instruction, constructive approaches to testing, and use of simple and inexpensive resources (such as peer teaching and tapes).…