THE OBJECTIVES OF PROJECT REENTRY, CONDUCTED DURING THE SUMMER OF 1963 AND 1964, WERE TO GUIDE POTENTIAL AND ACTUAL DROPOUTS BACK TO SECONDARY SCHOOL THROUGH COUNSELING AND TO PROVIDE A MEANINGFUL SCHOOL PROGRAM FOR THOSE WHO RETURNED. STATISTICAL INFORMATION FOR NEW YORK STATE INDICATED THAT 953 ACTUAL AND 722 POTENTIAL DROPOUTS WERE CONTACTED…

Calls for the revitalization and reform of developmental studies programs in postsecondary education. Compares practices of the 1960s and 1970s with those needed in the 1980s. Cites recommendations of the Dallas County Community College District's Developmental Studies Task Force for reaffirmation and commitment to developmental education. (DMM)

The article suggests possible reasons for difficulties with verbal (word) problems and describes two remediation strategies: re-teaching the introductory sequence for an operation and having students write their own problems. (CL)

The author discusses the correctability of reading failure and suggests that teachers and parents discard fantasies about remediation and emphasize alternative skills through which the reading disabled child can develop his intelligence. (GW)

Intensive remedial programs in six major cities upgraded the educational skills of military rejectees. A majority of the trainees qualified for military enlistment, other training projects, or jobs. (CH)

Special instruction improved the test-taking skills of the culturally deprived and undereducated on employment tests and other commonly used screening devices. (CH)

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

Recounts a teacher's experience using a junior year student in a freshman remedial reading and writing course. Gives some qualifications to look for in a classroom aide. (HTH)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

Describes how the multiple literacies students learn in remedial projects prepared them to read, to learn and to use their knowledge for social transformation. Recognizes the difference between educating people to read and act upon the world and training them to pass a test. Discusses ways in which the author applies teaching strategies to address…

Offers guidelines and illustrations for developmental writing teachers to help them implement holistic assessment of student writing. Presents a rationale for separating assessment and placement. Discusses the design of writing tasks and the training of raters. Includes a sample scoring rubric. (DMM)

Proposes guidelines for associations to elect honorary Fellows in Learning Assistance and Developmental Education. Includes criteria for education, experience, and specific contributions through publishing, research, and practice in evidence of the recognition of the nominee as an authority in the field. Invites readers to comment. (RS)

The slow destruction of successfully remedial course students from the chemistry curriculum stems principally from a largely typical rate of major and career goal change and is not attributable to any particular aspect of the chemistry placement examination (CPE) and remedial course program. Hence, institutions need to judge carefully whether a…