Author is Associate Commissioner of Education and director of the Bureau of Education for the Handicapped of the U.S. Office of Education. (MB)

Relates the experiences of a remedial teacher in Great Britain with an intermediate grade boy suffering from high frequency hearing loss, perceptual weakness, emotional maladjustment, poor speech, and reading difficulty in attempting to provide a program suited to his particular needs. (MB)

Results of the study indicate that the strongest abilities of the children graduated from Head Start centers are least correlated with readiness and achievement, while their weakest abilities are most correlated. The abilities that are highly related to school achievement are those in which they show the greatest deficiency. (Author)

Examines the implications of poverty research for the goal orientation of American society, and for social science and social scientists. (JM)

Describes a writing program for kindergarten through grade 12, including a curriculum outline from writing readiness to maturity. (AEA)

The role of the learning assistance teacher in this model consists of three major functions: first-line diagnosis of learning difficulties, consultation with the regular classroom teacher, and direct instruction with a restricted caseload of students. (DLS)

Students can succeed in remedial programs if such programs are well-planned and systematic, say these writers, who offer some guidelines. (Author/JM)

A developmental English class for students who placed too low on entrance tests to take standard college freshman English is described. To overcome the class's fear of the assignment, a shill is used who complains loudly about writer's cramp, tiredness, and being embarrassed. Students become more confident, relax, and concentrate. (Author/MLW)

Applies Aristotelian rhetorical theory to the treatment of basic writing problems, noting that classical methods of teaching are still valid--and sometimes used--today. (RL)

Presents abstracts of three documents from the ERIC junior college collection that deal with two-year college remedial/developmental education. (DR)

Guidelines for working with remedial braille readers in the areas of attitude/motivation, mechanical skills, decoding skills, and comprehension are provided. Lists of suggestions are presented in each of the areas. (PHR)

Outlines a year-long program for fifth-grade students who feel shy and insecure about writing and/or who make gross spelling errors. Emphasis is on remedial spelling activities. (RH)