This curriculum guide is designed for use by the teacher in basic adult education. The mathematical content includes concepts from numerical operations, elementary algebra and geometry, weights and measures, and graphing. It is designed specifically for individually prescribed instruction. Each unit of material includes a placement examination,…

Investigated was whether retarded readers make more gain in reading achievement when taught by the regular classroom teacher using prescriptions written by the diagnostic teacher than they had under the traditional basal reader approach. Subjects were 17 fifth graders in the lowest reading group in a public school classroom. Subjects were tested…

This paper describes the three phases in the evolution of the Mount Royal College (Canada) Learning Assistance Program, beginning with the clinical approach (1969), moving to a credited class structure (1970), and finally to the present non-credit workshop approach (1971). The Learning Assistance Program was established to help students needing…

The Right-to-Read Program outlined in this document is an ungraded project for kindergarten through third grade, which utilizes individual diagnostic tests to place pupils at their instructional levels of reading and to prescribe plans of individualized instruction based on specific curriculum objectives. The document sketches the development of…

This article summarizes the results of fieldwork designed to examine the implementation process in six diagnostic/prescriptive reading projects (part of the Rand Corporation's Change-Agent Study).

Significant events in this field include the learning disabilities movement, diagnosis and prescription, attempts at early detection, and international comparisons. (MKM)

A prescriptive teaching approach, Structured Learning Training, which utilizes modeling, role playing, and social reinforcement in a group modality, was used to teach social skills to 10 mentally retarded young adults. (Author)

At Grade 11 and above, it is necessary to determine what deficiencies exist in auditory and reading comprehension and in speaking and writing skills, and to take compensatory steps. Suggestions are given for French teaching. (Text is in German.) (IFS/WGA)

Methods that have been used with a high degree of success in correcting errors in subtraction are discussed. (JT)

A teacher-made mathematics kit with activity cards, worksheets, and record-keeping grids is described. A procedure for working with the students and the kit for reinforcing computational skills is outlined. (JT)

The informal arithmetic inventory, an informal diagnostic technique for use with elementary age students, indicates a child's specific weaknesses in arithmetic, such as inadequate concept development, poor computational skills, or inability to apply skills in a practical problem solving situation. (SBH)

Presented are comments on P. Newcomer's article (EC 100 217) on the limitations of the diagnostic-remedial model and benefits of the teacher consultant approach in assessing mildly handicapped students with learning problems. (SBH)

Presented is a critique on P. Newcomer's article (EC 100 217) which focused on the limitations of the diagnostic-remedial model and supported the teacher consultant role as an alternative to assessing the mildly handicapped student with learning problems. (SBH)

Describes the development of an artificial intelligence system called GIDE that analyzes student errors in statistics problems by inferring the students' intentions. Learning strategies involved in problem solving are discussed and the inclusion of goal structures is explained. (LRW)

Reports on a study to determine whether placement in a remedial English class is more effective than placement in a regular English class for enabling students who are beyond the acquisition phase of reading development to pass district minimal competency tests. Data support placement in the regular English class. (NH)