Teachers of remedial urban students must make them aware that they create their own valid order and meaning through language. (DD)

Presents the conclusions of a study of the reading and writing skills and strategies of 92 remedial English students at Ohio State University and offers recommendations for teaching remedial English. (DD)

The case of S. Yamamura, a mentally handicapped (MH) Japanese who has become a famous artist, indicates that educators ought to concentrate upon the talents of the MH and use their interests in particular areas as a spur to further learning. (GW)

Bob and Ann exemplify problems and successes of persons whose learning disabilities are recognized only in adulthood. (JG)

Discusses a writing program that specifies a skill level which students must demonstrate before entering freshman level courses. (MB)

Students participating in a self-paced basic arithmetic remediation course preferred instructional booklets to audiovisual presentations. (STS)

Provides an annotated bibliography of ERIC materials on student assessment and placement, developmental programs and program development, instructional considerations, program evaluation, and statewide perspectives. (DMM)

Discusses advantages and disadvantages of oral and written storytelling. Argues that preschool language experiences and the opportunity to discuss, listen, and read widely at school all contribute to the quality of children's written and oral work. (RS)

Contends that there is no literacy crisis, and that the means for solving it have been manufactured to increase corporate profits, and increase the power of the Pentagon to ensure these profits. (JAD)

Outlines a student tutoring program called SAILS (Student Assistance in Learning and Support) that helps students who have chronic difficulties in mathematics, reading, English, and with personal problems. (MD)

The article discusses the linguistic basis for reading and reading problems, provides a model of reading and oral language processing, suggests that language deficits underlie many developmental reading disorders and stresses the role of the speech-language pathologist in identification, assessment, and remediation. (Author/DB)

A remedial program in a North Vancover private school includes two modules: a retraining/reteaching program for primary students and a four-step holistic language and reading program for intermediate students. (Author/CL)

Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

The author describes characteristics of two extreme positions of school-based special education delivery models: the restorative model and the prevention model. A middle-ground approach combining features of each is proposed. (CL)