The vast majority of children need have no real difficulty with reading. A short, structured course, together with a large amount of effort and goodwill from the teachers, appears to have success at coping with many of those children entering a secondary school as poor or hesitant readers. (Author)

Discusses the pattern practice method (having students supply words for incomplete sentences) for remedial composition classes to get students to add specific details and descriptions in their writing. (MB)

Suggestions and ideas are offered for special education teachers making decisions about both the quality and quantity of mathematics practice activities and games for use with slow learners or learning disabled students. (Author/DB)

This study of school characteristics associated with four cognitive achievement measures for students during the last two years of high school found that gains were greater in those schools where a large percentage of students were enrolled in the academic curriculum and in the schools which offered a large number of additional courses beyond the…

Minimum language skills for kindergarten success are described and defined as "school readiness language." A school-readiness-language checklist gives a procedure for documenting a child's level of language skill. Specific techniques are presented to remedy documented gaps within the context of the kindergarten classroom. (Author)

Presents (1) a dialogue approach to spelling for remedial students, (2) a list of activities that can encourage students to be active readers of poetry, (3) guidelines for modifying tests for mainstreamed students, (4) a method of encouraging efficient notetaking which utilizes active class involvement, and (5) the addresses of several…

The article suggests ways to look at writing samples of reading disabled students to identify problem types, outlines cognitive processes needed in written language production, and gives an example of instructional intervention with a reading disabled high school student. (DB)

The development and validation of a series of math and science instructional videodiscs intended for regular and remedial high school students is detailed. Development stressed the principles of effective instruction. Validation emphasized field testing and revision cycles to ensure consistent student mastery. (Author/DB)

A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)

Cross-sectional and longitudinal studies of adolescent males from public schools, juvenile courts, and correctional facilities confirmed the school failure theory, the susceptibility theory, and the differential treatment theory--theories positing a causal relationship between learning disability and juvenile delinquency. Remedial instruction…

Results indicated that high school students (N=30) who had failed the North Carolina Minimal Competency Test (MCT) and were given a 10-week remedial training program consisting of reattribution, success-only training and feedback with an aide, were more likely to pass the MCT and to have higher self esteem scores than control groups. (Author/DB)

Describes the seminar/practicum program for teachers of basic writing at the University of Iowa. Includes the instructional sequence and the function of course journals and rationales. (HTH)

Explains the use of templates in teaching developmental writing students about the physical structure of the traditional expository paragraph. The template approach offers a space corresponding to a 150-word paragraph with structural suggestions in the margins (e.g., Do you have a strong opening sentence? Do you need a transition?). (DMM)

The speech-language pathologist's training in language development, language comprehension, and language production makes that person an important member of the learning disabilities multidisciplinary assessment and instructional team. Specific roles of other team members in both assessment and remediation are delineated. (CL)

Discusses the rationale for integrating writing in beginning literacy instruction, describes several successful writing activities, and includes recommendations for adult literacy educators. (AEA)