Methods for teaching writing skills are described. Techniques include utilizing writing exercises as they present themselves in content courses, establishing an honor system, individualized instruction, and repeated practice sessions focusing on specific writing skills. (LH)

Describes a "One-to-One" service, operating out of the Discovery Center for Children, Minneapolis, Minnesota, in which paraprofessionals provide guidance on a individual basis to children with special needs. (CM)

Provides a seven item checklist to help human resources development professionals determine whether multimedia is a correct method to meet training objectives. Topics include instructional design considerations when selecting a training method; needs assessment; learning styles; content and the need for updating; and individual learning versus…

Discusses factors for authentic collaborative learning with computers. Highlights include software design, social environment, preparatory activities, accountability structures, and group assignment rationale. Discussion highlights advantages of collaborative learning and the alternatives of individual and large group computer-based environments.…

Examines children's comprehension of stories and their verbal interactions during storybook readings in groups of various sizes. Finds that reading to children in small groups results in as much interaction as one-to-one readings and leads to greater comprehension than whole-class or even one-to-one readings. (KEH)

A study used systematic classroom observation to describe pupil behavior and pupil-teacher and pupil-peer interaction in four classrooms in schools for children with moderate learning disabilities. Results are compared with a previous study of mainstream elementary classrooms. (MSE)

Describes a program of Library Research Clinics developed at Northern Illinois University to teach bibliographic instruction (BI) to one or two students at a time as an alternative to teaching BI in large first-year English classes. Implementation of the clinics with educationally disadvantaged students and with honor students is reviewed.…

Twenty-eight students (grades six through eight) with severe learning disabilities (LD) received group or individual intervention with either induced positive or neutral moods. The positive affect condition in the individual setting increased coding task performance the most for students with LD. Subjects receiving the neutral affect induction,…

This study examined effects of training five parents to use Milieu Teaching procedures with their preschool-aged children with disabilities. Although modest levels of performance of the language teaching procedures were found for the group instruction condition, intensive feedback and coaching in the home were required to reach criterion level…

Finds that children at-risk for reading disability who received a median of 58 one-to-one tutoring sessions during first grade showed superior word recognition in isolation and in context, superior reading speed, and improved comprehension compared to well-matched controls at completion of tutoring, at the end of first grade, and at third grade.…

Presents a seven-step strategy to help teachers improve feedback effectiveness and provide more individual attention in large classes. The strategy considers the learner, the skill being practiced, and environmental factors. The teacher must observe performance, analyze the action and/or outcome of the response, and communicate directly with the…

Discusses the characteristics of a good vibrato in musical performance. Reviews four types of vibrato used by woodwind performers: (1) diaphragmatic/abdominal vibrato; (2) jaw vibrato; (3) throat vibrato; and (4) lip vibrato. Includes two charts with suggestions for teaching diaphragmatic vibrato and jaw vibrato. (CFR)

Discusses student video production as an approach to learner-centered instruction. Highlights include educational principles and skills development; a comparison of two video production courses; and solutions to the problems of how much freedom to give students, how much tutor instruction to provide, whether to have individual or group…

Twenty children (grades 4 through 7) with reading disabilities participated in 16 one-hour individual tutorials over a one-month period with instruction for half the group including structural analysis and alphabet principle training without structural analysis. Children in both groups improved reliably and equally in reading and related measures.…

Investigates whether solo as opposed to group instruction would improve students' acquisition of rhythmic skills. Finds that individual echoing of rhythm patterns may be advantageous with regard to sight-reading performance. Maintains that it is reasonable to include solo opportunities for the echoing of rhythmic patterns by elementary school…