Eight articles are included in the journal of the National Association for Remedial Education, Malaysia (NAREM). Chua Tee Tee describes the history and objectives of NAREM. Alec Williams reviews philosophical issues in remedial education. Khoo Phon Sai discusses cognitive, social, and emotional characteristics of slow learners and considers…

Describes how the combination of composition activities and oral reading encouraged a group of slow learners to read. (KS)

Two studies, Teaching Emphases in Primary Mathematics and A Comparison of Three Methods of Teaching Fractions to Older Slow-learners, are critiqued. (DT)

A technique of using puzzle and problem solving to overcome the failure syndrome is discussed. (JM)

The annotated bibliography, one in a series of over 50 similar listings related to handicapped and gifted children, contains 83 references selected from Exceptional Child Education Abstracts dealing with slow learners. The entries, which include journal articles, texts, research reports, curriculum guides, and teaching guides, treat such topics as…

Pertinent practices and their effectiveness are reviewed, with the studies focusing on special groups of slow learners, agriculture students, noncollege bound students, girls, and inner city students ranging from kindergarten to college. (Author)

Discusses study conducted to determine whether early elementary children identified as poor readers changed status within three years and to assess the effects of remedial instruction. (JM)

As part of continuing research aimed at identifying optimal methods for training Navy personnel who have achieved marginal scores on military selection tests, flash card instruction methods were adapted for application to a comprehensive range of basic mathematical operations involved in a previously developed course in fundamental mathematics.…

The authors report on a study in which a response maze, which is calculated to provide the student with a task of intrinsic interest, is compared with other tasks involving external reinforcement. Six elementary school children are found to prefer the maze over external reinforcers. (RP)

Forty seventh-grade students, grouped by ability and instructed by intermediate or maximal guidance with or without concrete aids, were given post and retention tests. Low-ability students using aids achieved higher than those taught without aids. Intermediate-guidance groups had higher mean transfer scores when using aids, with no differences…