The article suggests ways to look at writing samples of reading disabled students to identify problem types, outlines cognitive processes needed in written language production, and gives an example of instructional intervention with a reading disabled high school student. (DB)

The development of teacher-made "program pyramids" is recommended to organize individualized educational sequences for special needs students. The process involves analysis of the student's strengths and weaknesses, identification of general program domains, specification of program subdomains, statement of long-range goals, development of…