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Download full textAppalachia Educational Lab., Charleston, WV. – 1986
A survey was developed asking educators to describe their most effective strategies for teaching marginal learners--students who do not succeed academically in the regular classroom. A total of 97 surveys were returned, and the recommended strategies were compiled. The paper begins by describing marginal learners. This is followed by seven…
Descriptors: Elementary Secondary Education, High Risk Students, Instructional Effectiveness, Learning Problems
Appalachia Educational Lab., Charleston, WV. – 1989
This study report begins with a profile of marginal learners based on current research. It continues with a question-by-question analysis of a survey which was completed by 22 teachers identified as effective in working with marginal learners. The survey gathered information concerning: (1) teacher descriptions of marginal learners, including…
Descriptors: Elementary Secondary Education, High Risk Students, Instructional Effectiveness, Learning Activities
Hardy, Madeline I. – J Reading, 1969
Descriptors: Academically Handicapped, Case Studies, Followup Studies, Learning Problems
Peer reviewedWeissmann, Jill – English Journal, 1982
Reports how a teacher developed practical methods for raising the reading scores of low ability, learning disabled students. (RL)
Descriptors: Classroom Techniques, Compensatory Education, High Schools, Learning Disabilities
Petrus, Julie A.; Dunavan, Annie; Thomas, Elizabeth – Learning, 1997
A first-year elementary teacher explains how she helped a slow learner work up to her potential. Two experts suggest strategies for teaching slow learners: setting up an at-risk program; peer tutoring; adapting teaching to the learner's capabilities; and understanding individual learning styles. (SM)
Descriptors: Classroom Techniques, Cognitive Style, Elementary Education, Elementary School Students
ENGELMANN, SIEGFRIED
ONE OF THE PROBLEMS OF TEACHING READING TO CHILDREN WITH LOW MENTAL AGES, FOR EXAMPLE, OF FOUR TO FIVE, IS THAT MOST READING PROGRAMS ARE GEARED TO THE CHILDREN WITH A MENTAL AGE OF ABOUT SIX AND ONE-HALF. A CHILD WITH THIS HIGHER MENTAL DEVELOPMENT WILL OFTEN HAVE MANY OF THE BASIC READING SKILLS ALREADY ACCOMPLISHED, OR HE CAN LEARN THEM QUICKLY…
Descriptors: Beginning Reading, Cognitive Development, Instructional Improvement, Learning Problems
Wallace, Belle – Gifted Education International, 1988
Causes of cognitive underdevelopment in Zulu children and the cognitive functions necessary for efficient school learning are outlined. To assess potential for learning and to remediate cognitive underfunctioning, 20 secondary students analyzed, organized, and reproduced a complex geometric figure. Positive effects were evident following specific…
Descriptors: Academic Aptitude, Cognitive Development, Cognitive Processes, Cognitive Tests
Forest, Jan – 1988
The Integrated Occupational Program (IOP) was designed for students in grades 8-12 who have experienced prolonged difficulty with the regular elementary and secondary school programs, who demonstrate a significant lag in one or more of their academic courses, and who typically fall into the intelligence band of 75-95 IQ. The IOP enables students…
Descriptors: Career Education, Communication Skills, Education Work Relationship, Experiential Learning
