Developed by a committee of the National Council of Teachers of Mathematics, this publication is designed to help teachers provide interesting and worthwhile learning opportunities for slow learners in grades five through eight. It employs a variety of teaching strategies, many not commonly known or practiced, which are particularly helpful with…

Chapters 4-5 of the special materials written for low achieving students in grades 7-8 by SMSG deal with number theory and the properties of the integers. Included for each chapter are pretest exercises, a self-test, instructional lessons and exercises, and a chapter test. (CT)

This teacher's guide is written to be used in conjunction with the new materials for low achieving students in grades 7 and 8 by SMSG. It includes helpful hints about working with low achievers and suggestions regarding the implementation of this particular program. Most chapter discussions include behavioral objectives for the chapter, background…

The 17 lessons in this book are based on transformational grammar theory, but they are not designed to teach grammar--not even transformational grammar theory. The authors have used them with students who speak a variety of non-standard English and who have previously been unsuccessful in English classes. These students would write little or…

This paper discusses a new approach to quality education and accountability in personnel performance and pupil progress in reading which has been initiated in the Title I elementary schools of the District of Columbia. This concept, known as competitive partnership, is an instructional program in which major publishing companies compete with each…

The purpose of the study was to demonstrate that by altering or modifying homework assignments for slow-track high school geometry students, various intellective and emotive variables could be improved without any significant decrease in achievement. Two intact Geometry B classes were randomly assigned to a no-homework treatment where all problems…

Major objectives of Project PACE have been to foster the integration of special education students back into regular vocational programs and to deal directly with job simulation development. The student population used in this study consisted of sixty culturally deprived special education students (control/experimental groups) from two Portland,…

In the fall of 1970 the LAMPS (Laboratory Approach to Mathematical Problem Solving) Program began to operate in three elementary schools. This field study deals with the procedure, problems, disappointments, and successes in developing the LAMPS Laboratories. It describes the efforts made to secure greater student involvement and achievement in…

The first of a series of three workbook texts on beginning algebra. Designed primarily for use by lower ability mathematics students, the texts have been used by average ability students as supplementary materials. Volume 1 contains material on multiplying, prime factors, signed numbers, problem solving involving addition, subtraction, and…

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…

This guide provides a structured program for the slow learner in mathematics grades 6-11. Suggestions for implementing the program are included. The guide is divided into the following major areas of mathematical competency: Fundamental Operations, Geometry, Measurement, Graphing, Algebra, Probability and Statistics, and Logic. Recreation is the…

Students (comparable in intelligence and ability) in slow-learning classes using either "Biological Sciences Curriculum Study (BSCS) Special Materials" or some other slow-learner biology materials, were compared on the basis of scores on the "Nelson Biology Test", the "Biological Sciences; Patterns and Processes Final…

Prescriptive instruction should be developed for all students, ensuring that each will have the opportunity to achieve to the maximum of his or her ability. (Author/MLF)

Considers the causes of retardation in educational achievement and the consequent need for appropriately qualified teachers to provide and advise on suitable remediation programs. (Editor/RK)

The norm-referenced competitive environment of our schools is difficult for the below-average student. These students could achieve at higher levels if our educational system changed to one in which an individual is evaluated against identifiable standards of excellence. Below-average students would be motivated to increase their efforts and less…