Discusses mathematical retardation as a construct and examines the possible contributions of emotional factors, socioeconomic factors, poor teaching, cognitive factors, and sex difference to low achievement in mathematics. (JB)

Strong parental action can be a force to make teachers and administrators accountable for lack of academic achievement in children. (JD)

A teacher describes the teaching techniques she uses in an eight-grade English class composed of learning-disabled students. (JD)

This study supports the premise that children's attitudes toward reading and concepts of themselves as readers reflect their classroom status as readers rather than their actual reading ability. Compared were six of the poorest readers from a high-achieving class and five of the best readers from a low-achieving class. (BF)

Position statements of the Council for Learning Disabilities oppose the following: (1) use of discrepancy formulas in the identification of learning disabled individuals; (2) inclusion of nonhandicapped low achievers and underachievers in learning disability programs; and (3) measurement and training of perceptual and perceptual-motor functions.…

Direct instruction techniques were employed in a structured parental involvement program targeted toward improvement of basic arithmetic skills in six students ages 7-8. Among reported results was a statistically significant posttest improvement on an addition placement test compared to a control group performance without parental involvement. (JW)

Outlines the results from a three-year study on the effects of grade repetition. Results show that holding students back helps some students in the short term, but the number helped diminishes over time. Points out that the type of special help offered to students when retained is critical. (MD)

The establishment of a diploma for teaching mathematics to low-achieving students in heralded. The difficulties in and need for such a course are described. (MNS)

An unadjusted low-achievement criterion was compared with a regression-discrepancy criterion for identifying learning disabled children. The use of an unadjusted achievement raw score criterion resulted in misdiagnosing many children as learning disabled, while failing to identify many others. Different sets of predictor variables were associated…

The potential benefits of teacher fellowships are discussed. One such Fellowship consisted of research into the teaching of low attainers in secondary schools, and resulting units on money management are briefly described. (MNS)

Examined the effect of course content and cognitive style on classroom behavior in 29 low-achieving boys ages 12 to 14 who completed the Embedded Figures Test. Comparisons of classroom behavior observations showed field independent subjects were more disruptive, but behavior was principally influenced by course content. (JAC)

The experiences and reactions of a teacher of low achievers who goes to a government-sponsored national conference are described in diary form. The difference between a classroom teacher's reality and that of "experts" is described. (MNS)

Discusses a chemistry course, taught by the Keller Plan, that includes only students who have received a D or F in a previous chemistry course. (MLH)

Differences between and changes over a semester on self-perceptions of a quality student were analyzed for 162 high and 120 low achievers. A self-rating scale, devised with 37 student-suggested characteristics of a quality student and designed to record three different ratings on stanine scales, was used to collect data. (Editor)

Attempts to stimulate teachers in business education to reexamine their teaching methods or strategies to meet the needs of the slow learner. (SH)