Outlines progressive stages of the "Special Studies" developmental education program in the University of Georgia system. Illustrates the process by which prospective freshmen are identified as developmental students, placed in appropriate courses, and advanced to regular college credit classes. (DR)

Offers exercises for teaching basic writing students how to use derivational suffixes. (RL)

Notes that traditional methods of teaching vocabulary development do not reflect the learning patterns of basic writing students. Suggests ways of modifying vocabulary instruction to help remedial students. (RL)

Among findings of the state surveys were that most states were still in the process of formulating policies concerning minimum competency testing (at the time of the survey) and that either no policy had been established or existing special education programs were expected to meet the need of remedial measures for handicapped students who do not…

The report presents retrospective data comparing an individualized language development program for 12 preschool austic children (mean age 3.9) receiving language remediation with a group of 14 autistic control Ss (mean age 4.2) receiving the basic school curriculum only. (Author/PHR)

The kind of data base required for diagnostic-prescriptive instruction may be supplied by individual skills profile sheets of any standardized test. Discusses design and operation of a diagnostic-prescriptive program in an elementary school in rural South Carolina, designed because of wide differences in performance among students at all…

Discusses the lack of opportunities for prospective college teachers to practice their teaching skills. Describes the Teacher's Apprentice program at New York's Ithaca College, providing experience for student teachers in a writing class. Reviews positive outcomes from the program in a developmental reading and writing course. (17 citations) (AJL)

Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were…

Discusses how after a Supplemental Instruction program is up and running, it is useful to have a health check-up to see how vigorous the program is. Points out that the impacts of SI programs are diminished when activities are reduced. Presents a health checklist based on the elements of a fully functioning Supplemental Instruction program. (MZ)

Presents an overview of the language basis of reading and reading disabilities. Describes the Simple View of Reading, a model of reading that comprises two primary components, word recognition and language comprehension. Reviews research showing that language problems underlie most difficulties children have learning to read. Discusses the…

Examines the effectiveness of two intervention paradigms that treat phonological awareness and grapheme-phoneme conversion in severely learning disabled third- to fifth-grade students. Finds that an implicit learning paradigm as practiced in the Stabilized Learning System is more effective than an explicit methodological approach as practiced in…

Contends that if at-risk college students are held to high standards, directly taught strategies for accomplishing good work within academic conventions, informed of the demands of the institution, and treated as colleagues in the shared adventure of learning, they can participate fully and successfully in the intellectual life of the college.…

Describes three teaching approaches to help students transition from high school to college: (1) remedial or developmental instruction; (2) learning centers and tutoring; and (3) supplemental instruction. Discusses the main reasons that students experience problems in college introductory biology and investigates students' achievement in…

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

A case study follows the development of phonologic abilities in a child with Prader-Willi syndrome, during her enrollment in language and phonologic remediation from age 2:7 to 6:1. Changes in her phonetic inventory, in the set of phonemes used correctly, and in phonologic processes are described. (Author/JDD)