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Graham, Steve; Stoddard, Barbara – Illinois Schools Journal, 1987
Reviews research on teaching spelling to the learning disabled and presents instructional recommendations. Examines research on reduced unit size and distributed practice, imitation plus modeling peer tutoring strategy training, self-monitoring generalization training, and microcomputer-based remediation. (KH)
Descriptors: Elementary Education, Learning Disabilities, Remedial Instruction, Slow Learners
Peer reviewedClunies-Ross, Louise; Wimhurst, Shirley – Educational Research, 1984
Discusses a study of secondary education for slow learners. Includes discussion of program organization, identification of slow learners, teacher selection, and curriculum. (JOW)
Descriptors: Curriculum Development, Mainstreaming, Program Development, Secondary Education
Peer reviewedCole, Blaine L.; Weissenfluh, Henry S. – Arithmetic Teacher, 1974
Descriptors: Algorithms, Elementary School Mathematics, Fractions, Instruction
Peer reviewedNostrand, Peter F. – Educational Leadership, 1973
Author evaluated the role that society has placed upon speed''. (RK)
Descriptors: Classroom Environment, Creativity, Critical Thinking, Intelligence
Peer reviewedRehagen, Nicholas J.; Thelen, Mark H. – Journal of Abnormal Psychology, 1972
Study found that the use of vibration as a reinforcement compared favorably with a food reinforcer and was significantly more effective as a reward than the touch or the noise emitted by the vibrator. (Author/RK)
Descriptors: Electrical Stimuli, Handicapped Children, Mental Retardation, Positive Reinforcement
Hood, Johanna E. – J Bus Educ, 1969
Descriptors: Business Education, Educational Experiments, Experimental Teaching, Junior High School Students
Johnson, Kenneth R. – J Secondary Educ, 1970
Descriptors: Academic Achievement, Cultural Context, Culture Conflict, Curriculum Design
Peer reviewedLeton, Donald A. – Psychology in the Schools, 1972
Descriptors: Ability, Achievement, Factor Analysis, Intelligence Tests
Peer reviewedLadd, George T. – School Science and Mathematics, 1972
The author suggests that slow learner" is a label placed on a product of our own inappropriate objectives, educational climate, and evaluative procedures. (Author/CP)
Descriptors: Behavior Change, Educational Objectives, Evaluation, Motivation
Lovatt, Michael – SPec Educ, 1970
Descriptors: Exceptional Child Education, Mathematics, Mental Retardation, Mild Mental Retardation
Peer reviewedHollinger, Chloe S.; Jones, Reginald L. – Mental Retardation, 1970
Descriptors: Classification, Community Attitudes, Exceptional Child Research, Mental Retardation
Haffly, John E.; Anger, William P. – Momentum, 1970
Frequently used classifications for the mentally retarded are listed and guidelines for educators dealing with retarded students are presented. (EJS)
Descriptors: Exceptional Persons, Handicapped Children, Mental Retardation, Mild Mental Retardation
Peer reviewedAbramowitz, Jack – Social Science Record, 1977
Presented are responses to questions often asked about slow learners, including: What kinds of materials can be used with slow learners? Is it advisable to deliver lecture lessons to slow learners? How do you start a class lesson? Can the teacher of slow learners reach every student? Teaching techniques and learning activities are described.…
Descriptors: Educational Improvement, Elementary Secondary Education, Interviews, Learning
Peer reviewedScott, Mary E.; Truex, M. Harold – Journal for Vocational Special Needs Education, 1994
Four steps for using the aptitudes conversion procedure for the Wechsler Intelligence Scale for Children-Revised are obtaining a summary of numerical aptitude ratings; identifying possible placements from the "Dictionary of Occupational Titles" or the "Handbook for Analyzing Jobs"; narrowing placements to match individual needs…
Descriptors: Developmental Disabilities, Job Placement, Scores, Secondary Education
Download full textLouie, Josephine; Brodesky, Amy; Brett, Jessica; Yang, Li-Ming; Tan, Yvette – Regional Educational Laboratory Northeast & Islands, 2008
The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other…
Descriptors: School Culture, Federal Legislation, Educational Improvement, Federal Programs
