Studied the advantages of the one-to-one instructional format over Direct Instruction group teaching in the remedial education of six male fifth graders who were learning fractions and spelling. The one-to-one method resulted in faster student mastery of both subjects. However, the teacher time per instructional session was greater. (DG)

Described is "Genisys," an instructional program that teaches remedial and mildly handicapped students how to solve complex earth science problems. The program combines a 35-lesson videodisc course with a computer program which uses multiple rules for giving feedback, recycling missed exercises, and diagnosing underlying deficits in…

The paper looks at similarities and differences between instructional and social problems. Clear parallels are drawn and a basic proactive instructional plan is presented for remedying social problems in students in which educators first analyze the behavior pattern and then teach a replacement strategy. (Author/DB)

Describes a knowledge-based computer system that integrates principles of formative evaluation and remedial teaching. Theoretical foundations of the system are discussed, the principle of multiple facets is explained, steps to construct a facet test are presented, and an example is given describing how to write minor musical scales. (seven…

The study with 20 emotionally disturbed and 20 nondisturbed subjects (ages 9-11) found that an external locus of control and poorer performance in decoding voice tone and facial expression were associated with emotional disturbance. Implications for teaching and remediation are discussed. (Author/DB)

Identified 56 teenage male students at residential facility for persons with emotional, legal, or educational problems as having learning disabilities. At discharge, 39 were academically remediated, 17 were unremediated. Analyzed information on subsequent reincarceration of both groups. Found that rate of reincarceration for unremediated group was…

Elements and considerations in the provision of effective remediation for optometry students not achieving in clinical competence are discussed. Remediation of technical, cognitive, and noncognitive skills are included. A course in professional communication offered by the Pennsylvania College of Optometry is described. (MSE)

An English teacher recounts snippets of her conversations with remedial students who have introduced her to a different world. Although she cannot change their violent circumstances, transform them into avid readers, or dispel feelings of craziness, she and the students keep talking. (MLH)

The review of the literature on handwriting instruction with learning disabled students found that a direct teaching approach is generally the most effective, that most process training programs lack empirical support, and that behavioral and cognitive modification techniques are empirically sound and effective. (Author/DB)

Discusses the interplay of short- and long-term goals in developmental education, suggesting that long-term goals should provide the focus, stability, and motivation for short-term goals. Indicates that successful programs utilize strategic approaches to learning and use means which meet both sets of goals simultaneously. (MAB)

Reprints a 1989 article from this journal describing what happened when students who could not read and write like other kids were turned loose in a computer lab. Updates the article with an Afterword commenting on the earlier piece. (SR)

Describes reading aloud to students in a college remedial English class, arguing that this improves writing ability by helping students learn to "hear" the sounds of the material they are required to read in connection with their writing assignments. Discusses success getting students to revise by requiring rewriting on the computer and by…

This review considers aspects of normal mental storage and retrieval, storage and retrieval in disordered word finding, possible causes of word finding disorders, and clinical implications in both storage and retrieval components. Implications call for attention to increasing word knowledge, storage strength, naming accuracy and speed, retrieval…

Evaluation of data on 689 Indiana students (ages 6-18) referred and identified as having learning disabilities indicated that 58 percent had been retained before identification, suggesting that retention is being used as remediation before labeling a student. Implications of this practice and alternatives to grade retention are considered.…

Discusses three major physiological or neurological areas in which learning problems originate: language deficits, visual processing deficits, and information processing deficits. Discusses remediation efforts. (RS)