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)

The article examines the impact of Aguilar v. Felton on instructional services in one archdiocese, a case in which the Supreme Court ruled that Chapter I remedial instruction could not be provided on nonpublic premises. It is concluded that curricular issues must be foremost in the negotiation process. (Author/JW)

A study of the usefulness of a comprehensive placement examination for individualizing the experiential course sequence for pharmacy students and providing needed remediation in selected subject areas found that the test could not be supported for preclinical screening but might be useful for identifying students needing remediation. (MSE)

Twenty experienced reading teachers designed and implemented what they considered to be exemplary vocabulary lessons. Transcripts were analyzed for the number of statements relating to word recognition or conceptual development. Results indicate that the majority of teachers provided dual-focused lessons. Although conceptual development…

In April 1988, Congress passed, and President Reagan signed, the Hawkins Stafford School Improvement Amendments, restoring the federal government's position as a true helper in educational reform. Besides raising spending ceilings for various educational programs and authorizing numerous initiatives, the law substantially enlarges Chapter 1…

Coach Bobby Cremins responds to questions concerning the coach's, faculty's, and institution's role in promoting academic excellence and personal growth among college athletes; the responsibilities of academic advisors for athletes; the freshman eligibility ruling; the academic experience of the college athlete; and the role of developmental…

Examines students' frequent failure to write meaningful essays in light of their inability to use personal experience as a basis for their writing. Compares the processes of writing and experiential learning. Suggests ways of transforming writing assignments into learning experiences. (DMM)

This article offers a systematic approach to teaching basic academic skills to children with attention deficit disorders. The acronym T-G-I-F is used to focus on teacher-directed instruction; guided practice instruction; independent practice activities; and final measurement. Questions and answers about this approach and sample record-keeping…

Explicates issues related to teaching, evaluating, and remediating handwriting, via a case study. States that children with handwriting problems need empathy, understanding, early identification, and remedial assistance. (SR)

Integrating English-as-a-Second-Language tutors into the classroom (curriculum-based tutoring), rather than writing center tutoring is advocated, based on observations. (13 references) (KM)

This paper discusses a philosophic basis for Orton/Gillingham teaching and demonstrates how features such as multisensory teaching can remediate language problems exhibited by many dyslexic students. Commonalities and differences among the Orton and Gillingham variations are examined. (DB)

Describes a study conducted by the Center for the Study of Community Colleges to investigate the liberal arts credit offerings of 164 community colleges nationwide. Considers the make-up of the college curriculum, trends in course level (remedial, standard, or advanced), average class size, and total enrollments. (DMM)

This article proposes and describes a differentiated-integrated (D-I) approach to serving gifted students who are dyslexic or otherwise at risk. This interdisciplinary intervention focuses on motivating students, assessing and teaching basic and accelerated skills, and increasing generalization via applied and integrated activities. (DB)

This article discusses sources of difficulty that language-impaired children and adolescents often have in understanding the various aspects of humor. General and specific techniques for remediating humor comprehension deficits are offered. Suggestions are also given for using humor materials in remediation of other areas of language impairment.…

This rejoinder suggests that Conte and Andrews (EC 605 549) have come to the correct conclusion that social skills deficit should not constitute a specific learning disability, but for reasons which are seen as irrelevant. The paper concludes that all children with identified social skills deficits, regardless of eligibility criteria, should…