A regression discontinuity design was used to assess the impact of a remedial education program, comparing credit course grades of students previously enrolled in remedial programs with those not previously enrolled. Results showed the remedial programs were not improving performance beyond expectation based on high school grades. (MSE)

Identifies problems in the nature and execution of remedial writing courses and suggests possible solutions to these problems. (JL)

Describes a writing program for sixth grade remedial students that was a reading program as well. Includes "how to" guidelines for successful process-conference instruction. (FL)

Learning disabled (LD) children were taught sight words with mastery learning strategies, and a comparison group with methods that are typically used in teaching sight words. Results suggest that most LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. (Author/BW)

Identifies three dominant terms used to describe programs for underprepared college students: remedial, compensatory, and developmental education. Describes the historical antecedents of each and proposes more precise uses for the terms to quell their unsystematic differentiation in the literature and to improve program planning and evaluation.

The paper describes four approaches to developing self-esteem in learning disabled adolescents--compensatory intervention, vocational-career skills development, basic skills remediation, and peer tutoring. (SW)

A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)

Describes a program designed to provide students with individualized spelling remediation using imitation and modeling techniques. (Author)

Describes a study of the background knowledge of college students from remedial English, regular composition, and English-as-a-second-language classrooms, indicating that remedial students often do not have the background information network necessary to cope with materials. (HTH)

Composition is not a straightforward, linear process; it involves a creative search for meaning that becomes clear only as the writer engages in the composing process. This suggests that teaching not dwell on the correctness of the finished product. (Author/SJL)

Identifies problems and decisions made surrounding the implementation of a basic writing program. (HOD)

Shows that the compulsion for neatness in students' in-class writing assignments is something that teachers should resist. (RL)

The study indicated that remediation of a broad spectrum lower level skill can enhance the ability of the learning disabled to perform academic tasks which incorporate that skill, even without specific remediation of the academic skills themselves. (SBH)

Focus is directed upon the logic and import of the assumption that effective preventative and remedial mental health service demands reasonable agreement among service providers as to the nature and course of psychological problems. It was found that diagnostic agreement was absent at all levels of experience. (Author)

Describes three areas in which speech and writing diverge sharply and urges teachers to free remedial students from the constraints of their spoken language. (DD)