Presented is a simple and effective formula for aiding low ability, nonmotivated secondary students to construct an essay. It avoids the particulars of composition, like syntax, and concentrates on organization. (KC)

The purpose of this article is to provide a model for the development and organization of high school world history classes for slow learners. (Author)

Presents a method of teaching science that employs two kinds of graphic organizers of information, the matrix and the branch-out strategies. Argues that these methods are particularly relevant for slower learners. Provides graphic examples. (HB)

The author presents a model which he feels satisfies the demand by special educators for "concrete" and "real-life" studies and, at the same time, is in accordance with the "Guidelines for the Social Studies" as stated by the NCSS Task Force. (Editor)

Advocates cooperative learning as an effective tool for reaching slow learners, by bridging the gaps between the learning styles of slow learners and the teaching requirements of the classroom, resulting in improved academic performance for both slow learners and high achievers. (SR)

Describes an experience teaching a world history course to a class comprised of slow learners, students with attention deficit disorders, and English-as-a-Second-Language students. Describes student difficulties, oral presentations, and supplemental materials. Offers reflections on the class. (SR)

Summarizes the results of a project to make a class of learning disabled ninth graders aware of their individual learning styles. This seemed to increase their self-esteem and thus they worked according to their strengths and their grades improved. (NKA)