PROJECT ABLE, A STATE-WIDE PROGRAM TO PROVIDE BETTER EDUCATIONAL SERVICES FOR CULTURALLY DISADVANTAGED STUDENTS, WAS ADOPTED BY AN INNER-CITY JUNIOR HIGH SCHOOL IN SYRACUSE, NEW YORK. SPECIAL STAFF USED WERE--INSTRUCTIONAL SPECIALISTS, A READING CLINICIAN, AN AUDIOVISUAL COORDINATOR, A SCHOOL SOCIAL WORKER, A VOCATIONAL AND PLACEMENT COORDINATOR,…

AN ACTION PROGRAM ATTEMPTS TO PROMOTE BETTER ACADEMIC ACHIEVEMENT FOR MINORITY GROUP CHILDREN. ABOUT 70,000 CHILDREN ARE INVOLVED IN THE ASSC PROGRAM, THREE AFTERNOONS A WEEK. IN ADDITION TO THE REMEDIAL SERVICES AND TEACHER ASSISTANCE, SCHOOL LIBRARIES AND HOMEWORK ROOMS ARE MADE AVAILABLE TO ASSC PUPILS AND PROVIDE STIMULATION FOR THOSE NEEDING…

The difference model of reading disability was used to generate three research hypotheses for testing the relationship between language development (syntactic maturity) and reading achievement at the secondary school level. This model assumes that reading difficulties are attributable to differences or mismatches between the reader's response…

Students in a remedial resource room program were assigned spelling and vocabulary tasks under a goal-setting/no-goal-setting procedure to see if goal setting behaviors facilitate learning. Results supported Rotter's social learning theory and the use of unobtrusive goal-setting procedures in special education classes. (SJL)

Reports the activities of a seminar on learning disabilities in reading other than those associated with gross intellectual or physical handicaps; includes recommendations arising from group discussions of teacher education, the problems of children of differing ethnic backgrounds, and the integration of theory and techniques of diagnosis,…

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.…

Offers seven suggestions academic assistance professionals can adopt in order to evaluate strategic models, such as study strategy courses or paired courses. Reports that a 1997 study found that only 25% of four-year institutions complete ongoing and systematic evaluation of their academic assistance programs. (Contains 32 references.) (NB)

Contends that learning centers must obtain "curricular congruence" with the classroom to provide remedial students with the content and strategies they need for achieving success in subject-matter classrooms. Suggests that better efforts are needed to coordinate remedial and classroom instruction. (MS)

Analyzes the traditional community college approaches to remedial education. Suggests that a more learner-centered remediation--which is based on an understanding of students' needs--in discipline courses offers students the opportunity to apply the skills they learn in ways that are meaningful, thus decreasing the dropout rate of remedial…

To some teachers, the term "differentiation" means to do different things for the students who need remediation or who have disabilities. To other teachers, differentiation refers to any provision for student differences, including for those students who are more capable than average. There are also many teachers who do not use differentiation at…

This proceedings document provides one to two page versions of papers presented on the theme of celebrating diversity in developmental education, focusing on the areas of research, administration and learning assistance, writing, reading, and mathematics. Papers include, among others: "Gender Differences in Variables Related to Academic…

This report evaluates the use of instructional models in eight New York City high school remediation programs funded in 1988/89 by Chapter 1 of the Education Consolidation and Improvement Act and the Pupils with Compensatory Educational Needs (PCEN) program. It found that teaching strategies within each of the models were surprisingly similar. The…

The writing lab at a Florida two-year technical institute is designed to help students fulfill the writing requirements for their technical degree programs. In the lab, developmental students take composition courses that may be substituted for traditionally required composition courses in their programs. Some students take additional writing…

Drawing from the experiences of the remedial/developmental program at Rockland Community College (RCC), this paper suggests a series of strategies for serving the educationally disadvantaged community college student amidst the economic and political pressures of the 1980s. Introductory comments identify the objectives for the development of…