Two studies involving 242 college students are described. First, a 15-item test on means was given, identifying students' misconceptions. In the experiment that followed, most students were able to acquire the appropriate schema of statistical concepts by engaging in diagnostic activities embedded in a feedback-corrective procedure. (MNS)

Recounts how a teacher strove to give her remedial writing students a sense of self-worth as a prerequisite to improve their writing. (JL)

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

Two Ohio State University faculty members discuss writing problems prevalent among entering college students and describe that institution's Writing Workshop program. (GC)

The SALT (Society for Suggestive-Accelerative Learning and Teaching) remedial reading program was utilized with 18 elementary grade learning-disabled students. Gain scores were high on the Spache oral and silent reading subtest, less so on the word recognition subtest. (SBH)

Data from 31 college students attending a remedial arithmetic course at a community college was gathered to study the relationships between arithmetic disability, visual motor, and visual figure ground abilities in college students. (PHR)

The article describes a University of South Dakota neurotherapy program, which uses increasingly sophisticated diagnostic information to provide services to brain impaired children within their home and school settings. (DLS)

Describes one teacher's experiences with several "turned-off" high school students. (DD)

A description is given of an approach to teaching a remedial mathematics course using calculators as a complete substitute for paper-and-pencil calculation. (MP)

Difficulties encountered by a dyscalculia child are discussed and remedial activities suggested. Disturbances discussed are verbal, visual-spatial, reading and writing numbers, operations, understanding concepts, and place value. (MP)

Describes the developmental studies learning program at Georgia State University (GSU), focusing on two services: supplemental instruction, or extra tests and study groups directly related to course content, and adjunct course offerings, or learning-strategies instruction related to courses. Provides 10 steps for expanding the role of academic…

Reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures focusing on the differences in phonological and cognitive test performance of children who needed remediation. The second study reports the outcomes of an intensified version of the program that…