A two-dimensional framework consisting of knowledge forms and intellectual operations was used to analyze curriculum materials, teacher-mediated instruction, and student use of information on essay and traditional criterion-referenced measures in two sixth-grade general science classes. Results suggest low-achieving students may need more exposure…

The first part of this yearbook treats the characteristics and needs of the slow learner, the research literature, behavioral objectives, and the creation of a favorable learning environment. The second part, meant to provide more specific help for the classroom teacher, deals with teaching techniques, multisensory aids and activities, mathematics…

This study aimed generally to survey and interpret, for social studies supervisors and curriculum directors, the findings of significant research and development during the last decade that bear on: 1) what and how social studies are taught to disadvantaged students; and, 2) social studies content concerning disadvantaged or deprived groups in…

Designed for teachers, the text distinguishes types of slow learners and suggests practical approaches for their educational problems. Slow learning and its types are defined; the slow learner is characterized; stages of educational evaluation and aspects of administration are outlined. Curriculum considerations for different levels are described,…

THE PROBLEM OF THE SLOW LEARNER IS CONSIDERED IN TERMS OF DEFINITIONS, COMMON MISUNDERSTANDING, CAUSES, AND PSEUDO SLOW LEARNING WHERE LIMITATIONS ARE MORE LIKELY ENVIRONMENTAL THAN INHERENT. A DESCRIPTION OF THE SLOW LEARNER COVERS CHARACTERISTICS, IDENTIFICATION TECHNIQUES, NEEDS AND GOALS, MULTIHANDICAPS, THE UNDERACHIEVER, AND MOTIVATION. THE…