Discussed for use with learning disabled children are the geometric materials and teaching methods developed by M. Montessori. (DB)

Sixteen fourth and fifth grade children with learning disabilities were given individualized spelling instruction which stressed the visual-kinesthetic-tactile modes of learning. (DB)

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)

The article discusses bibliotherapy as a classroom method to help meet personal, social, and emotional needs of learning disabled (LD) adolescents. (PHR)

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)

Criticized are recent research efforts to validate the diagnostic prescriptive model of remediating learning disabilities, and proposed is a 6-step psychoeducational model designed to ascertain links between behavioral differences and instructional outcomes. (DB)

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)

The use of Single Concept Cards and Single Concept Card Sentences is presented as a means of helping poor readers or nonreaders improve word recognition. An overview describes the cards, and strategies are offered for teaching the first word or sentence, teaching subsequent words or sentences, and providing reinforcement. (JDD)

Structured multisensory drills and activities used to teach the multiplication tables to a hyperactive boy are described. (CL)

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)