Postsecondary institutions are redesigning the ways in which they offer remedial courses to support students' progress and eventual success in college more effectively A corequisite approach places students assessed as marginally remedial directly into college-level courses but provides them with additional academic support. The rationale is that…

This article provides the first causal evidence of a system-wide corequisite reform in Tennessee, which mainstreams underprepared students into college-level courses with concurrent support. Using regression discontinuity and difference-in-regression-discontinuity designs, we find that, for those on the margin of college level, students placed…

The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers' investment in graduates' preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students'…

The research described in this article aimed to explore and examine the dominant "assessment" and "participation" stories of upper-primary pupils with long-standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased…

Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student…

This study investigated the effects of two levels of intensity (one lesson per day or two lessons per day) of a spelling intervention on students at risk for school failure. A quasi-experimental group design with random assignment was used. Elementary-level participants (n = 39) enrolled in a 4-week summer remedial program progressed through the…

Remediation is the most common approach to preparing students academically and socially during their early stages of college. However, despite its profound importance and its significant costs, there is very little rigorous research analyzing its effectiveness. The goal of this article is to provide a conceptual framework for the evaluation of…

In the impress method, the teacher sits behind the student, reads a selection of material, and points to each word as s/he reads it. The student repeats what the teacher says and follows the teacher's finger. The objective is to cover as much material as possible at a normal pace. Comprehension is not required. Research studies are reviewed. (JN)

The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form.…

A comparison was made of the effectiveness of two direct methods of vocabulary instruction with college freshmen in compulsory remedial reading classes. The two methods tested were a programed approach, "EDL Word Clues," and a more conventional approach using the dictionary with lessons patterned after the format used by H. C. Hardwick in "Words…

Remediation is the most common policy designed to prepare students academically and socially during their early stages of college. But despite its profound importance and its significant costs, there is very little rigorous research analyzing its effectiveness. The goal of this paper is to provide a conceptual framework for evaluation of remedial…

Present research on reading failure has not been able to determine whether it results from a single unitary deficit or from multiple causations. Diagnosis of reading failure is not a simple appraisal of a student's reading skills and abilities; rather, it is therapeutic in nature, always seeking to formulate more efficient means of improving…

Examines the evidence for and against three major approaches to the teaching of specific reading disabled children: the process approaches, the specialist methods, and the modality/treatment interaction methods. Concludes that all differ in terms of their assumptions and consequent remediation, and all have a number of associated difficulties.…

The Direct Instruction Follow Through program of enhanced instruction for children in kindergarten through grade 3 was introduced in 1968 in schools serving disadvantaged students in 180 communities throughout the United States. To determine the long-term effects of the program, a study compared the performance of the first three cohorts of Follow…

This publication is intended to be used as a sourcebook and reference by practitioners interested in postsecondary developmental programs, with a particular focus on occupational students. The information presented was derived from a statewide survey of staff members involved in the operation of developmental programs in 51 two-year colleges and…