Suggests some basic knowledge that teachers of remedial English should possess before being considered qualified to teach. (TO)

Presents a technique for improving writing skills of college students in need of remedial instruction. (RB)

A description of an effective Math instructional television series for second graders. (Author/HB)

Sixty-two first graders were identified as high-risk learners and randomly assigned to one of three remediation techniques or a control treatment. (Author/DB)

From an analysis of both students themes and several published text-workbooks the author concludes that these books fail to meet the needs of a considerable number of students. (MM)

Collection of summaries of selected research projects related to English language comprehension and instruction. (RD)

Article shows that learning to read is one of the first major challenges with which schools confront children. To the extent that a child does not also learn how to learn, or learn to develop a positive view of himself as a learner, learning to read has not been educative. (Author/JB)

The effectiveness of a compensatory education program is dependent upon the recognition and treatment of students' basic visual, auditory, or neurological development problems. (MN)

A report from the Educational Resources Information Center at the Center for Applied Linguistics; includes ERIC abstracts of documents pertinent to this topic. (RD)

Research supported in part by a National Institute for Mental Health Training Grant No. MH11102-01. A Revision of this paper was reported at the International Congress for Mental Health, London, England, August, 1968.

Describes a study of the changes in developmental students' affective attitudes toward microcomputers following an intensive week of computer training. Pre- and posttest results showed that computer training had a positive impact on students' attitudes and that computer-assisted instruction decreased students' anxiety and confusion and increased…

A choice of friends questionnaire and interviews were used to examine how pupils of similar ability perceived themselves in relation to their peers and to the school system. While the formation of group cohesiveness among remedial children was identified, this did not correlate with antischool values and negative self-images. (Author/SK)