Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Discusses the Keystone Project, which is an instructional program for remedial mathematics students. Stresses the program's ability to better train students for future mathematical studies through the use of current technology. Recommends that other institutions should replicate the project in order to alleviate problems in their own schools.…

Of the 39 millions Americans with learning disabilities, 60-80% have reading disabilities. Describes techniques that libraries can use in literacy programs: screening of phonological awareness and skills; tutor training with the Orten-Gillingham method, a structured, systematic, multisensory program developing the ability to hear phonemes; and the…

This article provides a proactive functional assessment and intervention framework for addressing challenging behaviors in young children. A three-tiered model is described that outlines prevention on the primary, secondary, and tertiary levels and remediation strategies that may be used to ameliorate challenging behaviors demonstrated by young…

Presents an annotated bibliography regarding "Generation 1.5" students--those not born in the United States but who have received some secondary education there. States that these students have completed regular English-as-a-Second-Language (ESL) programs and have sufficient linguistic and cultural skills but still find themselves placed in…

Reviews four types of student retention models identified in the literature (i.e., psychological, economic, organizational, and interactional). Describes and offers examples of four levels of developmental education programs, and identifies eight critical pedagogical components of developmental education. (DMM)

Describes a successful remedial calculus program targeted at Black and Hispanic students at the University of California at Berkeley designed to resemble an honors program that has been replicated at three other institutions. The program emphasizes collaborative study. (FMW)

Describes the learning specialist's role in implementing corrective or remedial programs. Notes that resistance to programs often develops when cooperating classroom teachers are asked to change their teaching styles or strategies. Presents eight guidelines for establishing trust and reducing or eliminating resistance. (MM)

Discusses three types of congruence--procedural, instructional, and philosophical--for compensatory educational programs. Asserts that most definitions of congruence are inadequate because they don't include all three aspects. Examines the practices used to operationalize congruence, and notes that conflicting perceptions of congruence may lead to…

Describes a remediation program designed to promote students' self-confidence, in addition to promoting fluent reading and enhancing comprehension. Notes that the program uses real books with meaningful language patterns, presented so that each student experiences success. (MM)

Ten students (ages 11-17) with severe learning disabilities received a comprehensive remedial program and another 10 received the remedial program plus the Lindamood Auditory Discrimination in Depth Program. Significantly greater gains in phonological awareness and phonetic spelling strategies were noted for the Lindamood students. Reading and…

Describes a case study of a basic writing student that was undertaken to examine the ways that low self-confidence can undermine a writer's voice and text. Emphasizes the important role basic writing instructors have in strengthening students' sense of self in addition to their intellectual competence. (MAB)

Describes a study of the effects of training at-risk college students to monitor their comprehension and employ strategies to improve their reading. Indicates that the metacognitive training improved students' comprehension and vocabulary skills more than traditional instructional methods, although only the improvement in comprehension was…

Assesses the accuracy of Riverside Community College's entry-level assessment and placement practice, correlating reading and language assessment scores with grades in freshman composition and student demographics. Concludes that ASSET test scores alone were not strong predictors of student success and other data sources should be considered as…

Discusses criticisms of remedial courses and counters some with evidence from research. Describes the traditional approach to remedial-course delivery and explores alternatives, such as freshman seminars, supplemental instruction, paired courses, and critical-thinking instruction. Calls for a systematic relationship between assessment, advising,…