Eight vocational schools in Jefferson County, Kentucky, use computer-assisted instruction (CAI) for remedial work in math, reading, and language skills. The use of CAI in the career development centers has led to other programs--for adults, dropouts, and potential dropouts--and has brought about a close working relationship with Louisville…

The article describes a decision-making model to guide special educators and their colleagues in selecting intervention strategies appropriate for the individual needs of disabled students and applies the model in a case study. (DB)

Describes LONESTAR, a longitudinal tracking system developed for a consortium of Texas community colleges in response to a new state mandate on remedial education. Looks at the features of LONESTAR that respond to short-term reporting requirements and facilitate long-term tracking of students. (DMM)

The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

Discusses the learning needs of students in the concrete operational stage in mathematics. Identifies the phenomenon of reduced cognitive performance in an out-of-class environment as the "Cognitive Doppler." Suggests methods of reducing the pronounced effects of the Cognitive Doppler by capitalizing on the students' ability to memorize…

The statement by the British organization, the National Association for Remedial Education, raises concerns about the proposed new National Curriculum including the lack of consultation with educators and the testing of children against established national standards. (DB)

Describes the responses of two different mathematics classes to small group-based instruction. Remedial students, despite achievement gains, expressed displeasure and frustration in the small group format. Elementary education students in a mathematics content course showed great enthusiasm and success. (Author/MKR)

Describes a study comparing the effectiveness of desensitization techniques on the math anxiety and math self-concept of 96 traditional and nontraditional college students enrolled in developmental math classes. Math anxiety decreased for both traditional and nontraditional students after treatment, though it decreased more for traditional…

Associations among expressive phonological development, metaphonological skills, and spelling performance are examined. Suggestions are offered for analyzing and remediating phonological deficiencies of children with phonologically based spelling problems. A case study of a third grader with spelling problems exemplifies assessment and…

Intervention with students having attention disorders must focus on specific identified needs. Sample behavioral and cognitive descriptors are listed to help teachers operationalize principles of diagnostic/prescriptive teaching and plan appropriate interventions. A variety of behavioral and academic interventions are briefly explained. (DB)

Argues that composition teachers should drop outmoded requirements that perpetuate the discourses of hierarchy and exclusion. Instead, they should articulate the study, practice, and teaching of writing; devise curricula in writing that aim at the achievement of critical public literacy; and abandon the institutional discourse of student need, the…

Describes the use of keyword mnemonics as an aid to vocabulary learning. Warns that the technique does not result in students' being able to use the word in discourse or thinking. Considers the appropriate use and limitations of the method and its application in a developmental reading class. (DMM)

Asserts that illiteracy is a major concern in today's information-centered society and business. States that industry has undertaken development of its own remedial programs but that costs have caused a reappraisal of these programs. Says that many programs now view compressed speech as a possible option. (PRA)

Recommends treating basic skills students as if they have innate knowledge, not an intellectual disease. Underscores inference as a key activity in critical thinking. Suggests strategies for improving students' inferential powers. Argues that the strategies can help students recognize their inferential ability and learn to use it in writing. (SG)

Critiques common metaphors used regarding writing centers. Argues that the "skills" metaphor suggests wrongly that students must learn basics before undertaking the larger writing process. Observes that the "remediation" image casts the instructor as clinician diagnosing students' language problems and restoring them to healthy…