Describes Ithaca College's project incorporating basic skills development in traditional liberal arts courses. Explains the techniques used to develop skills in reading and studying, writing, speaking and listening, and language and reasoning in courses from nine disciplines. (DMM)

The effectiveness of the Multisensory Basic Fact Program to teach addition facts to 115 remedial groups in grades two through six in Australian schools was studied. Performance increased between pre- and posttests and was maintained on the retention test. (MNS)

Attempts to define the cultural discontinuity (between schools and students) hypothesis by distinguishing between universal, primary, and secondary discontinuities. Suggests that each of these is associated with a distinct type of school problem, and that secondary cultural discontinuities commonly affect minority students in the United States.…

Concludes that for fourth and fifth grade students in compensatory reading programs, using test forms from a lower grade level and converting the scores might give a more reliable estimate of achievement. (FL)

Describes Georgia's Career Development Centers, model programs of support services to enable learning disabled students to enter postsecondary vocational programs successfully. Components include vocational evaluation, disability specialists, modified curriculum, counseling, and remedial instruction. (SK)

Describes ways that computer-assisted instruction (CAI) is used in a high school biology course, including: (1) mastery of specific objectives; (2) CAI as a self-check; (3) computer games; (4) laboratory simulations; (5) genetics instruction; (6) writing programs; and (7) remedial assistance and testing. (CS)

Introduces Project EQuality, initiated by the College Board to establish levels of competency and patterns of preparation to increase students' chances of moving smoothly from high school to college academic work. Urges high schools and colleges to work cooperatively to improve academic preparation for and access to postsecondary education. (DMM)

In a comparison of normal readers and dyslexic readers who had been less successful with other late developing rules of oral syntax, both groups demonstrated knowledge of the rules for interpreting adjective complements. The only major difference was that the dyslexic readers were less likely to perform without error. (Author/MJL)

Subjects of the study were five elementary string class students (grades 4-6) who performed consistently with incorrect left-hand positions. Although students varied in response to different teaching styles, praise was always as effective as corrective feedback in changing the left-hand position and more durable in its effectiveness. (Author/SJL)

A study involving 190 learning disabled (LD) children (ages 7 to 13 years) and 38 of their teachers was conducted (1) to demonstrate that product and process teaching are complementary strategies, (2) to illustrate a framework that assists teachers in determining if the process components of a task are related to pupil failure, and (3) to validate…

Sixty poor and very poor readers were given single-word decoding training either related or not related to assigned reading passages with comprehension questions. The group receiving content-related training significantly out-performed the other group on literal and inferential comprehension. There were no main effects for reading achievement.…

The second in a three-part series outlining Greenville Technical College's developmental studies program, this segment discusses the growth and functions of the Developmental Studies Division's counseling service, the Student Success Center. (Author/DR)

Presents abstracts of three documents from the ERIC junior college collection that deal with two-year college remedial and developmental education. (DR)

To demonstrate how one might go beyond mechanical errors to describe, measure, and evaluate student writing as communication, several evaluation procedures were applied to a brief writing protocol submitted by an adolescent learning disabled student. (Author/DLS)

Summarizes the basic skills testing programs of Pennsylvania State University, City University of New York, University System of Georgia, and the state of New Jersey. Discusses the use of test results, remedial courses offered, administration of the programs, and program evaluation. (JM)