Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Suggests implementation of wide reading programs so that social studies teachers can accommodate various reading levels in their classrooms. Options include parallel texts at different levels, tapes of readings at lowest levels, and individual reading of articles and books at different reading levels. (KC)

Current theories about teaching children to read overemphasize use of the left brain hemisphere. Children with a right-hemisphere dominance are likely to experience difficulties unless reading experiences are planned which capitalize on right-brain characteristics: divergent thinking and creative activities, hands-on experiences, and free reading.…

Discusses various interpretations of how to individualize education and presents an outline summarizing the essential elements in individualized learning. (RK)

This article discusses the difficulties in meeting the needs of diverse student populations including those with learning and/or behavioral difficulties while meeting the demands of standards and accountability. It stresses the importance of matching the reading instructional program to the specific needs of the student and fine-tuning strategies…

This paper compares and contrasts the findings of studies on the learning styles of multicultural subgroups in the United States in terms of the categories of the Dunn and Dunn Learning Styles Model. It concludes that individual rather than group characteristics must be addressed when providing instruction--regardless of cultural or racial…

The article addresses ways counselors can help students identify their personal learning style characteristics (using the Learning Styles Inventory) and implement study skills congruent with individual learning style preferences. (DB)

Monash University (Australia) students (n=320) enrolled concurrently in two courses were surveyed concerning their approaches to learning and the classroom presentation of material. Results supported the conception that an individual student's approach to studying in a course is determined in part by his perceptions of the teaching approach. (MSE)

In instructional design for higher education, it is important to the success of all students to take into account the differences in individual learning styles. Research indicates that different student populations have characteristically different approaches to learning and that teachers can use patterns of effective practice to foster success…

This book is intended to assist in using the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and the Wechsler Intelligence Scale for Children-Third Edition as tools for identifying a child's strengths and weaknesses for the purpose of improving academic and behavioral functioning. The first chapter focuses on using the…

A study is described which investigated the differences between English-as-a-second-language (ESL) writers and native-English-speaking writers and examined closely a range of ESL writers and their composing processes. The procedures used were those used by Sondra Perl in a study of the composing processes of unskilled college writers (1979).…

This study sought to determine if parents of gifted and talented learning-disabled children differed from parents of other gifted/talented children in their expectations of educational programming and parent-school relations. Subjects included 265 parents who were members of The Gifted and Talented Association of Montgomery County (Maryland) or…

Thirty gifted education teachers were compared with 46 regular education teachers using the Teacher Perceiver Interview. Gifted teachers differed from regular teachers on six characteristics (Focus, Gestalt, Innovation, Mission, Rapport Drive, and Investment) but did not differ on two commonly cited characteristics of gifted teachers:…

This guide offers teaching models based on the theory of multiple intelligences (MI) and applies these models to the design of lessons that address the unique learning needs of all students. The first chapter makes the case for integrating MI into the curriculum. The second chapter describes the capacities of the various intelligences. Chapters 3…

Many talented students enroll in vocational agriculture, but, because they may have been labeled "slow" or "difficult" by academic teachers, the extent of their talent often goes unrecognized. The nature of talent is discussed, and means of providing for talented students are suggested. (AJ)