This article discusses the importance of oral communication in remedial programs for culturally different college students. The use of Non Standard English as a credit course in college academic programs and its implications are presented. (Author/HLM)

Amid the horseplay and banter of the students, a grim and earnest struggle goes in a Maryland high school reading and writing remedial lab. (Editor)

Describes two single-track year-round elementary schools in Durham, North Carolina, established in discrete attendance zones. Remediation and enrichment activities were provided during intersession. Low-SES students were overrepresented in remediation sessions. Student outcomes data (end-of-grade reading and math test scores) suggest that…

Offers seven suggestions academic assistance professionals can adopt in order to evaluate strategic models, such as study strategy courses or paired courses. Reports that a 1997 study found that only 25% of four-year institutions complete ongoing and systematic evaluation of their academic assistance programs. (Contains 32 references.) (NB)

Focuses on three key ideas students need to understand in order to become master students: the importance of ideas or concepts in thinking, how to think within the ideas of a subject or discipline, and how to learn important ideas from textbooks. Makes suggestions to students, including creating a glossary of ideas learned in each course. (NB)

Examines developmental/remedial programs at public two-year institutions across four geographical regions of the United States in order to investigate regional variations in these programs. Analyzes operational characteristics, institutional policies, and student participation and performance. Provides recommendations for practitioners,…

Maintains that one of the most important contributions a principal can make to remedial and at-risk students is to support independent reading. Discusses curricular congruence and the use of sustained silent reading, paired repeated reading, maintenance of reading levels, reading recovery, and paired reading for prevention as well as remediation.…

Eighty percent of New Mexico's 17 community college and vocational school CEOs responded to a survey revealing that they have different views on what constitutes remedial and developmental programs; and although these programs are considered compatible with the CEOs' educational philosophy, programs are not viewed on equal basis with other college…

Contends that learning centers must obtain "curricular congruence" with the classroom to provide remedial students with the content and strategies they need for achieving success in subject-matter classrooms. Suggests that better efforts are needed to coordinate remedial and classroom instruction. (MS)

Discusses the various needs of chemistry classes in community colleges. Describes a tutorial package using computers. Reports the students' verbal evaluations and a drop in the dropout rate. (YP)

Reviews the history and current status of developmental education. Discusses three historical phases: Pre-Open Admissions, Equality and Access, and Accountability eras. Presents results from a national survey of developmental reading programs, focusing on faculty, students, curriculum, and program links. Suggests planning strategies for the…

Addresses the development of written language in learning-disabled adolescents and describes a specific program implemented with 65 mildly learning handicapped secondary school students in El Paso, Texas. (PRA)

Describes a study of the effectiveness of the Scholastic Aptitude Test (SAT), high school graduation class percentile, and the Wechsler Adult Intelligence Scale (WAIS), as predictors of short- and long-term academic achievement among a sample of 58 high-risk college freshmen who participated in 1-year special studies program. (PAA)

Reviews studies on the whole-language approach of pairing reading and writing courses to enhance the learning in both. Describes a study of 154 students enrolled in basic writing. Results suggest that simultaneous enrollment in a reading class will not significantly influence ability to pass basic writing. (PAA)

Describes the Portable Assisted Study Sequence (PASS) program, a coordinated national effort to help migrant students complete their education. Provides information on the following: (1) when PASS can be taken; (2) how it operates; (3) what PASS courses are available; (4) what comprises a PASS packet; (5) how credits are awarded; and (6) program…