Identifies three dominant terms used to describe programs for underprepared college students: remedial, compensatory, and developmental education. Describes the historical antecedents of each and proposes more precise uses for the terms to quell their unsystematic differentiation in the literature and to improve program planning and evaluation.

The paper describes four approaches to developing self-esteem in learning disabled adolescents--compensatory intervention, vocational-career skills development, basic skills remediation, and peer tutoring. (SW)

A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)

Describes a program designed to provide students with individualized spelling remediation using imitation and modeling techniques. (Author)

Describes a study of the background knowledge of college students from remedial English, regular composition, and English-as-a-second-language classrooms, indicating that remedial students often do not have the background information network necessary to cope with materials. (HTH)

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)

Identifies problems and decisions made surrounding the implementation of a basic writing program. (HOD)

Shows that the compulsion for neatness in students' in-class writing assignments is something that teachers should resist. (RL)

The study indicated that remediation of a broad spectrum lower level skill can enhance the ability of the learning disabled to perform academic tasks which incorporate that skill, even without specific remediation of the academic skills themselves. (SBH)

Focus is directed upon the logic and import of the assumption that effective preventative and remedial mental health service demands reasonable agreement among service providers as to the nature and course of psychological problems. It was found that diagnostic agreement was absent at all levels of experience. (Author)

Describes three areas in which speech and writing diverge sharply and urges teachers to free remedial students from the constraints of their spoken language. (DD)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Aspects considered include whether and when to initiate auxiliary communication skill instruction, which auxiliary communication systems should be taught, which vocabulary items should comprise the initial communication content, and what instructional considerations should be made when attempting to teach auxiliary communication skills to severely…

Provides details of a mini-course, developed in cooperation with the school's study skills center, that is the essential feature of a program designed to help students in the business communication curriculum improve their writing skills. (RL)

Describes a technique for teaching remedial community college students spelling words in context by having them do daily writing and compile their own spelling lists. (DD)