As reading is vital to success in life and opens the door to nearly all other learning opportunities, it is essential that educators understand why students with learning how to read. Therefore, it is key for both professionals and researchers to establish their own approaches to assist those with reading difficulties. "Developing Effective…

Playfulness is important; it creates an alternative space where emotional, cognitive and social dimensions can be explored and tested. This highly practical book explores the endless possibilities of using playful, creative and interactive activities to meaningfully engage with children with multiple learning difficulties or autistic spectrum…

Addressing the problem of children being emotionally abusive to each other in the form of heckling and the more serious "put-down," this paper suggests that this behavior can stem from a need for attention, resistance, an inability to express feelings more appropriately, or a desire to test an adult's strength. It is important to listen…

Described and compared are two approaches for evaluating student problem solving skills at the elementary school level. One model was developed by Charles and Lester; the other model was developed by Woods. (RH)

Presented are vignettes about six special children and how they were helped by their teachers. The children's problems included physical handicaps, learning disabilities, and interpersonal/emotional difficulties. (SJL)

This advice to teachers stresses the need to avoid stigmatizing children whose families do not fit the traditional pattern and to be alert for signs that a child is experiencing emotional problems. A counseling program for children undergoing divorce is described and further resources on this topic are listed. (SJL)

This book helps general and special education teachers empower students in grades K-4 to independently solve problems by teaching them how characters in children's literature books solved similar problems. Students are also taught a problem solving strategy that they can apply to solve problems in any situation. The book contains ready-to-use…

Describes a study that investigates the difficulties students have with word problems and aims to find out what can be done to help students achieve some success with word problems while working independently. Concludes that a problem-solving approach to teaching mathematics and word problems is beneficial. Contains 20 references. (ASK)

Represents a college professor's view of children doing math after seven consecutive years of working with approximately 150 children solving word problems. (ASK)

Investigates children's behaviors and conceptual achievements in the transition from informal calculation strategies to a written division algorithm. Describes five different strategies observed in the solution of division problems. Discusses the implications of the children's behavior. (YP)

Presented are problem solving tips for teachers related to mathematical word problems for elementary school students. (RH)

Masters of worksheets are given that are designed to help students develop the problem-solving skills of analyzing information, identifying the question, and selecting pertinent facts. (MK)

Describes the use of a structured, problem-solving dialog among teachers and between teacher and student to review successes in solving the instructional problems of a particular child and to develop an effective education plan which fosters student responsibility for learning and behavior. Uses a case study to illustrate the "What Works" process.…

This book features a guide to teaching mathematics more effectively. Examining the different ways students acquire mathematical skills, it helps teachers develop flexible teaching methods that suit these varied ways of learning. Common areas of learning difficulty in mathematics and why students fail, ways for teachers to determine gaps in…

A total of 46 teachers rated observable mild-to-moderate school-related problem behaviors in order to identify aspects of teacher tolerance specific to the elementary classroom. Findings indicated that behaviors least tolerated are other-directed or disruptive; self- or teacher-directed behaviors elicited less negative ratings. (RH)