Described is a four step method of teaching remedial handwriting which encourages the progressive approximation of writing to a good model and avoids common instructional errors such as unsupervised massed practice, lack of immediate feedback, and failure to provide good models. (DB)

Sixteen fourth and fifth grade children with learning disabilities were given individualized spelling instruction which stressed the visual-kinesthetic-tactile modes of learning. (DB)

Evaluated was whether factor analysis of the 12 Illinois Test of Psycholinguistic Abilities subtest scores earned by 90 underachieving children (between 5 and 10 years of age) would support the dimensions of psycholinguistic processes, organizational levels, and communication channels as described in the clinical model of the instrument. (Author)

The results of this study and the implications for data usage suggest that a screening battery administered by classroom teachers and augmented by aides may constitute a procedure whereby a school psychologist could initially identify and gather relevant data about primary-grade children who manifest handicaps that may interfere with present and…

Proposed is a strategy according to which a classroom specialist would provide in-service learning experiences for classroom teachers with the objective of enabling teachers to become relatively self-sufficient and competent to teach basic skills to all students, including those with significant learning disabilities. (GW)

Reports of recent studies refute the idea that learning deficiencies in infancy are irreversible; Kagan suggests that we begin educating for humanism'' rather than intellectual ability. (SP)

This article presents two case studies which are indicative of the need for further interdisciplinary involvement for children with emotional and academic difficulties. (JC)

This article describes the methods of a multidisciplinary team of seven health and therapy specialists in meeting teaching and learning difficulties. The programs focus was on helping teachers develop new ways of teaching rather than on the children's handicaps. (Author)