Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying…

The article describes 15 staff/student prereferral intervention strategies developed by teachers in Montgomery County (Maryland) for use with students having academic difficulties. Strategies are concerned with self-monitoring, metacognition, curriculum integration, simplifying English, study skills, home reading, and mentoring. (DB)

This article discusses the importance of mathematical vocabulary, difficulties students encounter in learning this vocabulary, and some instructional strategies. Two general methods for teaching vocabulary are discussed: context and explicit vocabulary instruction. The methods are summarized as they apply to mathematical vocabulary instruction and…

The teaching of learning strategies calls for an understanding of the philosophy underlying cognitive strategy instruction as well as the specific instructional processes that promote student independence, provide information that students need to use strategies, and specifically teach generalization. This paper describes the content of strategies…

In this study, the author used a multiple baseline design to evaluate the effects of a structured intervention on the engagement and initiations of 3 children identified as at-risk for school difficulty. The intervention had two phases. During intervention (Phase 1) the students received 9 15-min instructional sessions. The intervention had 3…

Gifted underachievers at Leaside High School (Toronto, Ontario) are integrated into a program with more successful peers that is based on systematic skill development, supportive evaluation, and personal counseling. The program's integrated approach involves teaching math, English, science, and history core content along with enrichment activities…

Student academic failure and serious behavior problems are closely intertwined. Two related bodies of research pertain to the crossover of academic problems and behavioral issues: behavioral scripts and best instructional practices. The authors drew on that research to (a) help explicate relationships between aggressive or disruptive student…

Many at-risk students and students with learning problems struggle to understand social studies textbooks. Textbooks have been described as being "inconsiderate" of their readers (B. B. Armbruster & T. H. Anderson, 1988) because their authors have relied on an expository, rather than narrative, approach. In this article, the authors…

Academic assessment for students with challenging behavior is often overlooked. Confronted with a curriculum that is above or below their instructional needs, students may engage in a range of inappropriate behaviors (e.g., acting-out, withdrawal, social avoidance). In that behavioral and learning problems are reciprocal, academically related…