Describes the seminar/practicum program for teachers of basic writing at the University of Iowa. Includes the instructional sequence and the function of course journals and rationales. (HTH)

Explains the use of templates in teaching developmental writing students about the physical structure of the traditional expository paragraph. The template approach offers a space corresponding to a 150-word paragraph with structural suggestions in the margins (e.g., Do you have a strong opening sentence? Do you need a transition?). (DMM)

The speech-language pathologist's training in language development, language comprehension, and language production makes that person an important member of the learning disabilities multidisciplinary assessment and instructional team. Specific roles of other team members in both assessment and remediation are delineated. (CL)

Discusses the rationale for integrating writing in beginning literacy instruction, describes several successful writing activities, and includes recommendations for adult literacy educators. (AEA)

Given are guidelines, supported by both research and practice, that may aid in providing remediation for low-achieving students. (MNS)

Concludes that symbol reversals can be remediated with a visual motor training program. (FL)

It is proposed that communicative approaches to second language instruction have neglected to provide students with some essential tools of speech, particularly pronunciation skills. The place of remedial phonetics within the new language teaching methods is examined, and a more rigorous approach to pronunciation instruction is recommended. (MSE)

Describes a method of identifying students who are poorly prepared for freshman chemistry, and a preliminary chemistry course designed to prepare such students for the standard chemistry course. (MLH)

Described is the use of musical remediation in teaching learning disabled elementary children. (PT)

Highlights documents in the ERIC collection pertaining to remedial and developmental programs in two-year colleges. (DC)

Ongoing professional development programs are required by teachers in order to become more effective in teaching. Although, in-service courses are offered to enhance the teachers' professional skills but the courses are not relevant to their needs. This may be due to the administrators' assumptions of the teachers' needs rather than what the…

Central Cabarrus High School (CCHS), near Charlotte, North Carolina, uses the PLATO computer assisted instruction system primarily to support remediation programs that are intended to help low performing students meet graduation requirements. CCHS used PLATO to: (1) provide an option for students to earn credit for failed courses or their…

This document describes a two-year project designed to prepare, desk-top publish, and class-test supplemental materials geared specifically toward a slower-paced, one-year Calculus I course that integrates the review of precalculus topics as they are needed. This course replaces the traditional two-semester Precalculus-Calculus I sequence for…

This study was conducted to: (1) determine if the intercession calendar, an alternative calendar that reduces the total school year for students who do not need remediation, positively impacts overall student achievement; (2) to assess the explanatory ability of the intercession model in accounting for student academic achievement variability; and…

The document addresses remedial or developmental programs in postsecondary California education. It also presents the results of the 1998 basic skills survey of the Academic Senate for California Community Colleges' Basic Skills Ad Hoc Committee. Basic Skills courses usually refer to precollegiate basic skills courses. These are courses designed…