Describes a study of remedial, freshman English classes that analyzed students' ability, motivation to attend classes, and career choices and compared these factors to achievement levels or grades. (MKM)

A college instructor describes her experiences teaching two remedial composition courses as part of the Urban Education Program at Westfield State College in Massachusetts. Focus is on teaching methods that emphasized grammar, writing, and reading, and on student progress throughout the courses. Examples of student work are included. (JMD)

Individualized, personalized, self-paced and computer assisted instruction at the English multimedia laboratory of San Antonio College (Texas) provides effective instruction in basic language skills for college freshmen who lack competence in this area. (JG)

The Learning Enhancement and Progression (LEAP) clinic is an eight-week summer extension to the University of Wisconsin (Eau Claire) teacher education program. The LEAP clinic has provided remedial instruction to more than 600 school-age children over the last 15 years. Five components involved are advanced preparation; teacher training;…

Offers seven suggestions academic assistance professionals can adopt in order to evaluate strategic models, such as study strategy courses or paired courses. Reports that a 1997 study found that only 25% of four-year institutions complete ongoing and systematic evaluation of their academic assistance programs. (Contains 32 references.) (NB)

Focuses on three key ideas students need to understand in order to become master students: the importance of ideas or concepts in thinking, how to think within the ideas of a subject or discipline, and how to learn important ideas from textbooks. Makes suggestions to students, including creating a glossary of ideas learned in each course. (NB)

Noting a high incidence of learning disabilities among students with visual impairments, this article compares definitions of the two conditions. Common assessment approaches are discussed and those inappropriate for students with low vision or blindness are identified. Suggested intervention approaches include adaptation of the environment,…

This article provides an overview of the nonverbal learning disabilities (NLD) syndrome and describes appropriate educational strategies. Primary characteristics of NLD and possible indicators are listed. Remedial, compensatory, instructional or therapeutic interventions are listed for psychomotor and perceptual motor deficits, for arithmetic…

Examines developmental/remedial programs at public two-year institutions across four geographical regions of the United States in order to investigate regional variations in these programs. Analyzes operational characteristics, institutional policies, and student participation and performance. Provides recommendations for practitioners,…

Explains the Monitor Model of adult second-language development. Describes a study conducted at Queens College to assess the value of mandatory reading laboratory attendance for English-as-a-Second-Language (ESL) students. (DMM)

Performance of 5 students (ages 8 and 10) with moderate intellectual disability was compared as they received the DISTAR Arithmetic instructional intervention and a Discrimination Learning Theory (DLT) intervention not requiring a fast-paced verbal student response. Academic engagement and skill mastery were greater during the DLT intervention.…

Attention is given to the characteristics, identification, and remediation of language disorders frequently associated with learning-disabled students. Characteristics include off-target responding, inaccurate word selection, neologisms, referent errors, topic closure, and sequencing difficulties. Remediation involves self-concept building,…

A case study of one child who had difficulty adding two- and three-digit numbers is given. Analyzing, diagnosing, and remediating the problem are each considered. (MNS)

Discusses legislation addressing institutional responsibilities concerning the educational needs of the handicapped. Explains the nature of learning disabilities. Distinguishes between accommodations for the physically handicapped and learning disabled. Describes ways of assuring equal access to education for learning disabled students, through…

Examines three children in remedial contexts to show how whole language principles can be used to guide diagnosis and instruction for special needs children. Notes that remedial programs should embed instruction in meaningful events in the students' lives, rather than focusing on component parts in reading and writing. (MM)