This paper describes an educational intervention program for academically failing students which focuses on visual perceptual skills and learning strategies. It considers visual perceptual problems as the undetected cause of much academic failure. Basic visual skills necessary for academic success are identified including visual acuity, binocular…

This leaflet gives guidance on effective practice on organizing literacy and numeracy booster classes for pupils in Year 6 schools in England. The literacy and booster program is designed to provide extra, targeted support to those pupils in Year 6 who, without the benefit of the Literacy Hour and daily mathematics lesson since the beginning of…

This paper describes development of a bank of interventions in response to individual student needs identified by Student Study Teams (SSTs) in the Horry County (South Carolina) school district. It also describes the training of SST members in the selection, application, and monitoring of each intervention. Following a survey that identified basic…

This paper reports the results of a five-week intervention designed to improve students' writing proficiency through self-efficacy training in a remedial summer course. Twenty pre-freshmen students participated in the program. In addition to whole-class instruction, students met individually with instructional coordinators. During these meetings…

The purpose of this study was to determine whether a highly structured program would improve the school readiness of disadvantaged preschoolers. Results suggest that curricula should be developed from many diagnostic instruments in both cognitive and social areas. (Author/BY)

Efforts of schools and universities in Ohio to improve the articulation between their programs in mathematics are described. The focus is on a junior-year testing program in the schools and a project to develop an electric course in mathematics for underprepared college-intending seniors. (MNS)

Eighty-eight seventh grade students were randomly assigned to mastery or nonmastery approaches to learning four hierarchical chapters about sailing. The price of increased achievement benefits of group-based mastery learning seems to be increased time costs of (1) extra remedial time and (2) "wasted time" of faster learners. (Author/PN)

Describes creation of special remediation laboratories in subjects of mathematics, reading, and language arts utilizing computer instruction technology in three high schools in Bristol, Connecticut. Funding sources, program implementation, and evaluation reports are discussed. (EJS)

Argues that metacognitive training in students can help students to remediate comprehension difficulties, to more accurately guage their success as learners, and to view reading as a flexible, thought-provoking process of interaction with text. (HOD)

Describes the methods and findings of a study of the improvements in remedial writing students' writing ability on their attitudes toward their writing ability, instructors, and classes. Relates positive changes in self-confidence and attitudes toward teachers, ability, and classes, but increasingly negative attitudes toward grading. (WL)

Focuses on the efforts of Northern Kentucky University to improve the academic skills of a visually handicapped student and simultaneously discover which deficiencies were handicap and which were academic; discover course requirements impeding student development and alternative methods of instruction; provide a self-evaluation method; and…

Presents an analysis for the development of research in science education. Results of some studies of six areas of science education research which have particular relevance for future policy and practice are also discussed. (HM)

Examines the objectives of remedial science instruction and provides a comparison of remedial and general biology courses in terms of hours of instruction, course credits, text assignments, tests, and laboratory exercises. Describes a biology-at-home course, which provides a laboratory kit, course syllabus, and study guide. (JP)

Analyzes the comparative effects of three types of instructor intervention into the self-pacing of remedial college English students: a precourse warning about procrastination problems, a telephone call to students who are falling behind, and a mailed postcard to students who fail to keep up. (JP)