As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)

Learning disabled students who know how to tell time may still need instruction in using time in practical situations. Such instruction should focus on skills such as determining the amount of time between two given times, approximating time requirements for recurrent tasks, and predicting time (CL)

A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

An approach to teaching time telling to learning disabled children begins with the child drawing a clock, then designating 5-minute marks, using old alarm or play clocks to manipulate the hands, and drawing clock hands to represent specific times. (CL)

Kinesthetic exercises which develop reading comprehension skills through action words complement exercises which develop word recognition skills. Action word exercises are often effective because they are multimodal, physical activities. Such exercises may use word lists and pantomime to reinforce recognition and remembrance of words. (CB)

A procedure for teaching concepts to elementary grade students includes the following four steps: (1) provide the definition and label; (2) present examples and nonexamples; (3) incorporate both instruction and practice; and (4) use a diagnostic classification test. (DB)

Multisensory techniques to remediate reversal problems in learning disabled students are reviewed. (CL)

The author encourages the incorporation of handwriting practice for high school students with illegible or otherwise poor handwriting. Benefits from such a remedial approach are seen to include improved spelling skills and pride in quality of work. A sample writing pretest is provided. (CL)

Strategies are suggested to assist students with reading comprehension difficulties. Strategies include: (1) developing appropriate background through discussion of story concepts, brainstorming, conceptual webbing, and kinesthetic or tactile experiences; (2) asking students to predict what will happen; (3) reciprocal questioning between students…

Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)

Disabled readers can be taught to rely on illustrations in their books as a way of enhancing understanding of the material. Ten activity formats, including feature labeling, categorical sorting, verb completion, and picture sequencing may help to teach illustration viewing skills. (CL)

Students with undetected color blindness can have problems with specific teaching methods and materials. The problem should be ruled out in children with suspected learning disabilities and taken into account in career counseling. Nine examples of simple classroom modifications are described. (CL)

The article discusses the use of suggestopedia, a teaching technique that uses suggestion and unusual presentaton styles to accelerate learning, with learning disabled children. The method is briefly described and a typical suggestopedic lesson is outlined. Four components (suggestion, relaxation/imagery, exciting presentations, and music or…

Fourteen steps are suggested: perceive problem, decode written symbols, formulate general meaning, translate the general message into the mathematical message, determine question(s), gather data, analyze relationships, decide on processes, estimate answers, encode data into mathematical sentences, perform operations, answer questions, and check…

Attention is given to the characteristics, identification, and remediation of language disorders frequently associated with learning-disabled students. Characteristics include off-target responding, inaccurate word selection, neologisms, referent errors, topic closure, and sequencing difficulties. Remediation involves self-concept building,…