Among 28 upper elementary learning-disabled students in a summer remedial program, those that were taught spelling with explicit rule-based strategies out-performed students presented with a visual imagery mnemonic on unit tests, a posttest, and a standardized spelling test. Contains 20 references. (SV)

Third grade students involved in group-assisted reading made greater achievement gains in comprehension and vocabulary than did those who were given no assistance. Group-assisted reading is easy to implement and may be used to help remedial readers perform better. (JD)

Describes a composition course in which students questioned their placement in remedial instruction based upon holistic evaluation of a single essay. Notes that, when students were assigned to judge the same essays, results correlated closely with the earlier evaluations. Suggests that the exercise made students more open to peer response and…

Two studies evaluated long term effects of the Direct Instruction Follow Through Model with 624 fifth and sixth graders and about 500 high school and older students who had received Follow Through instruction. Achievement and college acceptance results consistently favored the Follow Through groups over control groups with strongest effects in…

Describes a cross-age tutoring program between middle school and kindergarten and second grade students. (MG)

The paper examines ways to use word processing programs to ameliorate children's writing problems. Case studies of three children contrast samples of their handwritten work and their compositions using word processing A list of word processing programs for use with children with special needs is included. (Author/DB)

Ten students (ages 11-17) with severe learning disabilities received a comprehensive remedial program and another 10 received the remedial program plus the Lindamood Auditory Discrimination in Depth Program. Significantly greater gains in phonological awareness and phonetic spelling strategies were noted for the Lindamood students. Reading and…

The PASS Remedial Program (PREP), a word reading program which focuses on 4 major cognitive processes (planning, attention, simultaneous, and successive processing) was evaluated with 51 grade-4 children with decoding difficulties. The "global process" and curriculum-related "bridging" program components were separately and…

This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a…

A remedial program was designed for Oregon Health Sciences University clerkship students demonstrating adequate clinical skills but inadequate knowledge. In two years, six students were enrolled in the tutorial program. The experience was highly successful for all but one. Participants saw it as one of their best medical school experiences.…

Describes a five-year study at University College, University of Cincinnati, comparing the writing of basic writing students who (1) did not use computers; (2) used a computer and word processing program; and (3) used a supplementary program guiding students through the writing process. Reports no significant differences in writing quality. (DMM)

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

For over 25 years, Title I and Chapter 1 programs have provided remedial services to children deficient in basic skills by instructing them separately. The most important future objectives for compensatory education are preventing early reading failure, enhancing regular classroom instruction, and improving assessment and accountability. (27…

Guidance counselors should be authorized to place at-risk learners in nonconventional educational programs to help them acquire the basic skills for functioning productively in society. Counselors must emphasize the remedial individual and guide educators away from the acceptance of failure for 25-35 percent of their students. (MLH)

This article introduces four papers (and responses to them) originally given at an April 1990 conference on the identification and treatment of dyslexia. Noted is the lack of consensus on what dyslexia is, how the condition comes to be, and what the nature of educational intervention ought to be, though developmental views are seen to predominate.…