A week-by-week readiness program for preschool and early primary children. (Editor)

Described is a short term (10-12 weeks) diagnostic assessment and teaching class for handicapped children (5-10 years old) intended to provide more valid results of the child's ability by giving him an opportunity to demonstrate his learning strengths and weaknesses. (PT)

Describes a program which uses learning centers and a task-completion approach to teach students with reading difficulties. (KS)

In teaching mathematics, diagnosis should form the basis of any instructional plan and is essential in an individualized approach. (Author)

The process of diagnosis in education is basically a process of needs assessment and of finding ways of meeting the needs of the learner thus identified. The model described suggests that the basis for this process is three elements: (a) the needs of the students; (b) structure of the learning program; (c) placement data regarding the individual…

Through a resource room structure, special education students can be placed in regular classrooms with supportive classroom help given at specific periods during the day. (NQ)

Analyzes and compares diagnoses made over a five-year period to determine whether differences between diagnoses of students and those of specialists justified further verification by specialized staff, and whether the proportion of such differences had changed with time because of more effective teaching. (WM)

Presents a model for diagnostic teaching, a design for preparation of diagnostic teachers, and a list of administrative considerations for implementing the model. (DR)

The symposium discussion topic, the current role of differential psychoeducational assessment and training in the fields of learning disabilities and special education, is presented by Lester Mann and then followed by six responses and Lester Mann's rebuttal. (CB)

Suggests that an eclectic approach to teaching (selecting materials, methods, and styles to fit particular situations) will succeed in providing the best possible learning environments for children. Characteristics which identify eclectic instruction, including diagnostic teaching, oral reading, and individualized choices of materials, methods,…

The article reviews the development of mathematics error analysis as a means of diagnosing students' cognitive reasoning. Errors specific to addition, subtraction, multiplication, and division are described, and suggestions for remediation are provided. (CL)

Examines two common errors in evaluation and ways to circumvent them. The first error is faulty pretesting or diagnostic evaluation. The second is failure to monitor student progress and plan instruction in relation to the specified learning goals. (SJL)