The process of writing a play serves as a remediation method for developing writing skills in the learning disabled student. The case of an 11-year-old student, who neither writes nor spells, illustrates this method. (SB)

The author presents a task analysis model for interpreting diagnostic test performance and for planning a remedial program for learning disabled students. A survey of evaluation instruments is given for eight skill areas, including oral expression, listening comprehension, and basic reading skills. A case study illustrates the approach. (CL)

Urges basic writing instructors to teach prewriting and rewriting as seriously as they teach writing. Decribes the implementation of this approach which forces students to proceed through all three stages of writing in a structured classroom setting for each composition assignment. Provides an example showing a students' writing improvement. (AYC)

To investigate the cost effectiveness of a training procedure to remediate learning disabilities, a fading technique was used to teach five preschool children to correctly label ps and qs. (SBH)

The model stresses a focus on functional skills and suggests that assessment and remediation data facilitate placement into the training environment which maximizes productivity and minimizes dependency, and that counselors and case managers function as enablers who facilitate the client's movement into a less restrictive and more productive…

Offers successful teaching techniques from the English as a Second Language classroom that should be useful in remedial writing instruction. Emphasizes building student self-esteem and leading the student through drills and composition exercises at an individualized pace. (RL)

Describes a weekly vocabulary assignment for college students with poor reading skills and shows how it provides incidental reading and writing benefits. (RL)

Describes an experimental grammar workshop for journalism students who are severely handicapped in grammar as identified on a standardized test. (TJ)

Analyzes sentences by remedial college students which contain typical errors. (DD)

Reported is the case study of a boy with severe auditory dyslexia who received remedial treatment from the age of four and progressed through courses at a technical college and a 3-year apprenticeship course in mechanics by the age of eighteen. (IM)

Discusses methods of using small dry-erase boards with each student so that students can do work in class and readily change answers. Notes that the boards are large enough so students can easily see other students' work for feedback purposes. (MVL)

Presents a method for collecting, categorizing, and precisely analyzing spelling errors. Suggests several corrective spelling strategies. (MM)

Discusses the ways in which student and teacher perceptions of mathematics influence mathematics instruction in the classroom. Indicates that the two major views of mathematics are number-orientation and meaning-orientation. Suggests that developmental educators should teach their students to approach mathematics from a meaning-oriented…

Describes how a teacher became converted to thinking about her developmental composition classes as genuine writing classes, classes about learning to express ideas on paper, not classes about error or exercise. Notes that the teacher thinks of her students as composition students first and developmental students second. (SR)

Notes that the effectiveness of tutoring as an intervention is controversial. Reviews research on college tutoring practices. Concludes that existing research provides some support for tutoring but does not address the issue of whether tutored students are eventually able to perform as independent learners. (RS)