Presents tips to teachers of slow-learning junior high and high school students in social studies courses. To help teachers make the material in the textbooks more interesting to students, the article suggests developing an instructional strategy and creating reading guides geared to their students' reading level. (DB)

School radio is useful if it has motivating power and can be understood and acted out by the students. The series "English for Juniors" is recommended as an example. Methodological points for the teaching of weaker students are presented. (IFS/WGA)

The article summarizes assumptions and components of the Direct Instruction Follow Through Model (K-Three) including curriculum, increased teaching time, efficient teaching techniques, thorough implementation, and increased teacher expectations. Research findings are summarized including achievement and affective data, performance of students with…

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)

A Science Skills Center was designed and operated as part of an NDEA Summer Institute for Teachers in Grades 6-9, in which 40 teachers participated. These teachers were provided with the opportunity to participate in demonstration centers working with some 90 children, whose reading scores ranged from 3.0 to 8.5, and who ranged in age from 11 to…

Discusses a method to motivate low level students in which a reading specialist attended class regularly as a "student." By questioning the teacher, comparing notes with students, and acting as a role model, the reading specialist helped these students improve their grades, their class behavior, and increase their self-esteem. (GEA)

Discusses how a class of slow eleventh-graders was motivated to write a novel; for part one of this two-part article, see "Media & Methods--Exploration in Education, vol. 6, no. 5 (January 1970), 35-6, 63-5. (SW)

Describes a program that gives the child a chance to assess himself and his future potential by recognizing and developing his own special abilities, needs, and interests through manipulative experiences. (Author)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March, 1971). (CB)

This 3-year longitudinal study used hypermedia computer-assisted instruction (CAI) to provide individualized reading instruction for approximately 300 students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. The low ability subjects achieved significantly…

Tape recorded instructions combined with concrete materials were used to teach basic mathematics and shape concepts to a total of 42 mentally handicapped slow learners (8-to 15-years-old) in a 3 special British schools. (LH)

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…