Describes a study of the characteristics of students using the services of Mount Royal College's Learning Skills Center. Compares center clientele with the general student body in terms of gender, age, year and program of study, enrollment status, first language, and referral source. Center clientele were predominantly female and in their first…

Describes a study of the effectiveness of using a content analysis-based approach for teaching developmental students to summarize texts. Indicates that developmental students can be taught to understand top-level structure and use this knowledge when constructing summaries. Suggests that students can be taught in cost-effective, group situations.…

Outlines the potential for using whole language for remediation of reading disabilities. Criticizes current approaches to remediation. Discusses six principles of whole language instruction that are effective for remediation. Describes four whole-language programs that have successfully remediated students. Suggests alternative assessment…

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

Compares the success of two approaches to biology courses for underprepared community college students, one involving a hands-on approach emphasizing practice in basic scientific skills and the other involving a remediation-based approach focusing on basic vocabulary, reading, library, and math skills. Suggests that the hands-on approach provided…

This commentary outlines problems found within the regular education system; problems with equity in special education, especially as they relate to services for African-American students with disabilities; and new models of special education that focus on Reuven Feuerstein's approach using dynamic assessment procedures and remedial strategies.…

This discussion first reviews efficacy studies and models for word finding remediation in children and adolescents, and then offers principles and objectives of a threefold intervention model which addresses word finding remediation, self-advocacy instruction, and compensatory programing. (DB)

Lack of gestalt imagery (the ability to create imaged wholes) can contribute to language comprehension disorder characterized by weak reading comprehension, weak oral language comprehension, weak oral language expression, weak written language expression, difficulty following directions, and a weak sense of humor. Sequential stimulation using an…

Reviews the history and current status of developmental education. Discusses three historical phases: Pre-Open Admissions, Equality and Access, and Accountability eras. Presents results from a national survey of developmental reading programs, focusing on faculty, students, curriculum, and program links. Suggests planning strategies for the…

Describes ARC (Associate=Prereading, Read=Guided Reading, Connect=After Reading), an instructional reading technique employing cognitive mapping or networking, based on the ability of students to utilize prior knowledge and assimilate new material. Describes the ARC procedure, provides a rationale for the technique, and reports observed results.…

Discusses the use of multimedia techniques in computer-assisted learning (CAL) to help dyslexic children with spelling. An evaluation study that tested rule-based versus mastery-based approaches to spelling remediation is reported; problems that dyslexic children have with traditional CAL are discussed; and software that uses synthesized speech is…

Students (n=105) enrolled in a college remedial mathematics course participated in a one-semester experiment to determine whether cooperative learning would help students increase their problem-solving skills in mathematics. Results indicated significant differences in favor of students using cooperative learning in solving word problems in…

This paper focuses on formal strategies for remediation of speech production in children and youth with hearing impairments. A seven-step model of speech acquisition is summarized. General principles for improving student speech at phonetic and phonologic levels and specific strategies to deal with common speech errors are offered. (Author/DB)

Stresses the need to abolish IQ testing in the schools because such tests serve no purpose and block the implementation of other strategies that can benefit students. A shift to Binet's remedial paradigm is recommended as essential to allow testing and assessment that benefits all students. (SM)

Lists four ideas for gaining help from administrators in dealing with alienated remedial students. Suggests and demonstrates choosing materials that appeal to the students rather than to the teachers, and creating activities that engage and challenge the students. (PRA)