Suggestions are given on how to help students in developmental mathematics courses develop appropriate study skills. Ideas concerning reading, using the testbook, and taking tests and notes are included. (MNS)

Identifies seven factors that may be barriers to successful intervention with reading disabled adolescents and discusses how attention to each factor can produce program success. (FL)

Describes a diagnostic and remedial spelling approach used with high school students. (HOD)

Suggests activities for teaching students to put story events in the proper sequence when they read and write. (FL)

Education programs in Illinois juvenile corrections facilities attempt to give delinquent youths essential living tools such as functional reading, math, and survival skills; a high school diploma or vocational certificate; and improved behavior and attitudes. (SK)

An examination of the neuropsychology of written language is provided. An historical review of language disorders is presented to provide a framework for understanding the brain mechanisms underlying the reading process. Recent neuropsychological studies of developmental reading disability are discussed. Two distinct forms of the disorder are…

Remedial math instruction emphasizing auditory procedures with 224 elementary students with learning disabilities in arithmetic resulted in significant improvements in the Standard Aptitude Test for third-grade scores in computation and concepts, fourth- and fifth-grade scores in concepts, and sixth-grade scores in computations. (CL)

Suggests a one-semester intermediate typewriting course for students who have not attained a speed of 30-35 words per minute. It would emphasize remedial exercises as well as exercises on letters, memos, reports, invoices, and other business forms. The student would then enter advanced typewriting, business machines, and communications. (JOW)

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. (Author)

Gives a step-by-step description of the two years of research and testing that preceded the opening of the Ohio State University Writing Workshop, and a report on the current activities of the workshop. (RL)

Reviews the history of remedial reading instruction for students with learning disabilities and clarifies the roles of the remedial reading teacher and learning disabilities specialist. (DD)

Supplemental Instruction (SI) provides regularly scheduled, out-of-class, peer-facilitated review sessions. In this model, the collective knowledge of successful students and of the whole group becomes the primary source for reconstructing the professor's lecture and for encouraging critical thinking leading to correct answers and ultimately, to…