The educational evaluation and remediation of written language disorders in learning disabled students are considered. It is suggested that a written language assessment should involve a thorough educational history and a complete psychoeducational evaluation. Attention is directed to written language assessment and remediation for handwriting,…

The unique needs and experiences of the group of New York City public school paraprofessionals for whom Medgar Evers College established a training program are discussed. Most are over 35, Black or Hispanic, and the first generation in their families to attend college. (MSE)

Describes a chemistry "pre-course" for students entering Rhode Island Junior College. The course is designed to introduce many basic scientific concepts deemed necessary before entering the first college chemistry course. (CS)

Describes the development of Park College's writing workshop approach to remediating students' writing skills deficiencies, focusing on: the large number of underprepared students at Park, the various approaches which had been utilized unsuccessfully, and the benefits of the six-hour per week workshop with regard to students' reactions and…

Stone believes that lowered standards, declining enrollment, and student complaints are placing unfair expectations on college teachers. Gephart contends that it is a professor's responsibility to teach all levels of students. Stone recognizes the need for remedial instruction but feels that professors are not obligated to provide it free. (CP)

Reported is a study involving a modification of the mastery learning technique designed to determine the effects of general remediation on the achievement of the mole concept by 99 ninth-grade physical science students. Results of one way analysis of covariance did not indicate a significant difference in mean scores between treatments. (DS)

Describes eight categories of remedial college writers and suggests appropriate teaching strategies for each category. (MKM)

Indicates that a child's self-esteem is not significantly related to reading gains in individual remedial reading instruction. (FL)

Attributes the high rate of academic success of freshmen at Vincennes University to its developmental program. Aspects of the program include: mandatory enrollment for those with inadequate Scholastic Achievement Test scores, mathematics and reading laboratories, modularized classes, and support services. Assesses evidence of program success. (AYC)

Discusses the necessity of using research to evaluate developmental educational programs and policies, using all college-level courses as measures of effectiveness. Provides policy recommendations. (11 citations) (YKH)

Disorders of attention, memory, and executive function are common sequelae of traumatic brain injuries in children. Intervention usually involves externally focused interventions aimed at changing the environment to minimize the dysfunction; internally focused interventions aimed at improving the underlying cognitive ability; or compensatory…

Reviews results of a study assessing the effectiveness of developmental studies program policy at a community college. Issues addressed include required remediation of skill-deficient students, enrollment in college-level courses by skill-deficient students, and differing policies for skill-deficient students depending on extent of deficiency.…

Details a reading program in which freshmen in a developmental studies program read books to children at a local public school. Reports that the students engaged the children in pre-determined learning activities and reflected on their own, as well as others', reading processes. Discusses theoretical underpinnings of this model. (Contains 19…

Contends that the high probability of error in placement decisions based on high school records and standardized test scores delays the academic development of many students placed unnecessarily in mandatory skill development programs. Advocates skills assessment based on current classroom performance. (DMM)

Describes a revised developmental study skills course offering integrated instruction in critical thinking, reading, and writing strategies. Daily journal writing, reading lessons, library research, and a final oral and written report led to higher motivation, comprehension, and thinking levels than experienced by previous years' students. (DMM)