Suggestions and ideas are offered for special education teachers making decisions about both the quality and quantity of mathematics practice activities and games for use with slow learners or learning disabled students. (Author/DB)

This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…

For special education teachers dealing with slow learners or learning disabled students, the paper describes teacher-made diagnostic tasks and settings for addition, subtraction, multiplication and division. Remediation techniques and strategies for common error patterns and misunderstandings are discussed for each of the major parts of the…

Author recommends a daily progress sheet and a research diary as organizing aids for social studies. (GB)

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)

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)

A constitutional genetic neurochemical dysfunction is posited as the basis of a large number of learning disabilities. (Author/GW)

Variables in student performance--including instructional mode, conceptual approach, perceptual preference, curricular interest, time preference, and counseling needs--are discussed; and the author suggests that alternative schooling which takes these variables into account for individualization would serve gifted students as well as slow learners…

Effects of the CoRT (Cognitive Research Trust) Thinking Project with slow learners in the United Kingdom is discussed. The aim of the project is to provide the framework which helps children arrive at a response to problems. (PHR)

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)

The study with noninstitutionalized organic and familial mentally retarded and borderline mentally retarded children (N=79) at 2 chronological age levels (mean ages 7 and 10) found no age differences in imitation behaviors in the organic low IQ group and more absolute imitation and recall behaviors in familial low IQ children. (Author/DB)

A computerized map tutorial and a more traditional atlas based instructional method to teach geographic locations were compared with 15 remedial and 12 learning disabled grade nine students. The computerized map tutorial produced significantly higher performance for both groups of students and there were no significant differences between the…