Discusses the learning needs of students in the concrete operational stage in mathematics. Identifies the phenomenon of reduced cognitive performance in an out-of-class environment as the "Cognitive Doppler." Suggests methods of reducing the pronounced effects of the Cognitive Doppler by capitalizing on the students' ability to memorize…

The statement by the British organization, the National Association for Remedial Education, raises concerns about the proposed new National Curriculum including the lack of consultation with educators and the testing of children against established national standards. (DB)

Describes the responses of two different mathematics classes to small group-based instruction. Remedial students, despite achievement gains, expressed displeasure and frustration in the small group format. Elementary education students in a mathematics content course showed great enthusiasm and success. (Author/MKR)

Describes a study comparing the effectiveness of desensitization techniques on the math anxiety and math self-concept of 96 traditional and nontraditional college students enrolled in developmental math classes. Math anxiety decreased for both traditional and nontraditional students after treatment, though it decreased more for traditional…

Associations among expressive phonological development, metaphonological skills, and spelling performance are examined. Suggestions are offered for analyzing and remediating phonological deficiencies of children with phonologically based spelling problems. A case study of a third grader with spelling problems exemplifies assessment and…

Intervention with students having attention disorders must focus on specific identified needs. Sample behavioral and cognitive descriptors are listed to help teachers operationalize principles of diagnostic/prescriptive teaching and plan appropriate interventions. A variety of behavioral and academic interventions are briefly explained. (DB)

Argues that composition teachers should drop outmoded requirements that perpetuate the discourses of hierarchy and exclusion. Instead, they should articulate the study, practice, and teaching of writing; devise curricula in writing that aim at the achievement of critical public literacy; and abandon the institutional discourse of student need, the…

Describes the use of keyword mnemonics as an aid to vocabulary learning. Warns that the technique does not result in students' being able to use the word in discourse or thinking. Considers the appropriate use and limitations of the method and its application in a developmental reading class. (DMM)

Asserts that illiteracy is a major concern in today's information-centered society and business. States that industry has undertaken development of its own remedial programs but that costs have caused a reappraisal of these programs. Says that many programs now view compressed speech as a possible option. (PRA)

Recommends treating basic skills students as if they have innate knowledge, not an intellectual disease. Underscores inference as a key activity in critical thinking. Suggests strategies for improving students' inferential powers. Argues that the strategies can help students recognize their inferential ability and learn to use it in writing. (SG)

Critiques common metaphors used regarding writing centers. Argues that the "skills" metaphor suggests wrongly that students must learn basics before undertaking the larger writing process. Observes that the "remediation" image casts the instructor as clinician diagnosing students' language problems and restoring them to healthy…

Describes the development of LAND, an organization of liberal arts faculty and administrators at Michigan's community colleges, formed to engender closer interinstitutional ties. Highlights LAND's major conferences and other activities since its formation in 1985. (DMM)

This response to Bashir and Scavuzzo (EC 602 669) suggests that their view that dyslexia is a chronic, pervasive condition is too limiting. An alternative view of dyslexia as an acute, interactive condition is proposed, and related implications for instructional curricula and reading achievement are offered. (Author/ DB)

Mentoring as remediation of the at-risk student has received scant attention. Students most likely to benefit from mentoring are those who are passing half of their classes; those with behavior problems resulting in detention, not expulsion; and those receiving little family support. Higher risk kids need professional counseling. Both top-down and…

Eleven shortcomings of remedial reading programs are delaying the program; analyzing word identification skills; teaching phonic skills systematically; avoiding having students read; using controlled-vocabulary reading materials; disregarding student background knowledge; encouraging readers to sound out unfamiliar words; insisting upon accuracy…