This study examined effects of "priming," or exposing two students (ages 5 and 15) with autism and disruptive behaviors to school assignments before their presentation in class. During priming sessions, the task to be presented in class the following day was targeted. Results indicated decreases in problem behavior and increases in…

Examined the enactment and early implementation of remedial education policies in Massachusetts and Oklahoma. Findings suggested that efforts to end or restrict remediation are driven largely by status attainment concerns--the desire by policy makers and administrators to create "competitive advantage" for certain public higher education…

Notes that as student enrollment in colleges and universities has increased, there has simultaneously been a proliferation of developmental skills programs. Presents some empirical evidence of the effectiveness of three reading skills courses. Suggests that underprepared readers' success in college is directly related to taking and passing a…

Offers a review of research on remedial/developmental writers, focusing on studies related to revising strategies, the development of writing abilities, spoken language, rhetorical context, semantic abbreviation in writing, composing processes, writer's block, and thought and language. (DMM)

Describes the condition of learning-disabled adult spellers. Presents spelling strategies that accommodate all learning modalities. Details specific approaches to remediate spelling difficulties. Argues that hope for learning-disabled adult spellers lies in learning new spelling habits and effective coping techniques. (RS)

Teachers generate magic when they step out of their pedagogical roles and realize they are human beings possessing expertise in narrow fields and scant knowledge about everything. Students can be excellent teachers. Energy comes from the struggle to master something new. Teachers are not exempt from this process. (MLH)

Describes a threefold approach to dealing with students who lack basic skills: (1) provide remedial instruction; (2) orient new students; and (3) implement a learning center to offer developmental assistance to all students. (JOW)

Analysis of records of 168 female offenders in New Hampshire prisons shows (1) recidivism is not significant; (2) many have serious academic and employment skill deficiencies; and (3) short sentences necessitate fast-paced and intensive academic and vocational programs. (SK)

Comments on the literacy rights of all children and the money that is spent on remedial programs. States that the United States needs a unified effort that merges or eliminates the current variety of programs and funding streams to secure the right to sufficient instruction for all children. (MG)

Examines remediation as a social construct, as the product of perceptions and beliefs about literacy and learning. Illustrates how inaccurate and limiting notions of learners as being somehow cognitively defective can be created and played out in the classroom. Details the interactive processes that contribute to one student's being defined as…

In 1993, Research and Teaching in Developmental Education published a commentary by Dr. Jeanne L. Higbee titled "Developmental versus Remedial: More than Semantics," expecting a response from the readership that never materialized. In this article, the author once again challenges developmental educators to reevaluate their mission and focus on…

The former president of City College of the City University of New York discusses that institution's decision to limit remediation to one semester and to improve linkages with community colleges and public schools. Comments on remediation from the presidents or chancellors of Northeastern University (Massachusetts), Community College of Denver…

Examines the importance of the notion of community in a remedial writing class at an urban university. Though labeled a "community of writers," the group did not write, and students were considered failed writers. Their story illustrates the high value placed on the notion of community in school, its vulnerable nature, and the…

Outlines steps developmental educators need to take to win the cooperation of more students. Argues also that developmental educators must include computer literacy in their understanding of literacy. (SR)

Dyslexic students may be disadvantaged in their use of written language, impeding academic achievement, and requiring remediation and concessions. A proximal analysis assessed the operations of the 3 major pathways (orthography to semantics, orthography to phonology, and phonology to orthography) within models of reading and spelling through…