Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)

Reports on what started out to be a survey of the use of the informal reading inventory (IRI) by teachers that revealed the technique to be embedded in a complex environment. Concludes that the use of IRIs and other diagnostic methods can be limited when teachers do not have primary responsibility for making placement decisions. (FL)

Reports results obtained when 24 14-year-old students were presented with algebra tasks by a computer-based modeling system and, four months later, comparable paper and pencil tests together with detailed interviews. Comparison of the results revealed profound misunderstandings of algebraic notation and identified classes of strategies used by…

Practical advice on teaching skills which are essential, but difficult for many medical students to master, is presented. Topics covered include interviewing skills, the mental status examination, the use of psychotropic medication in the general hospital, psychodiagnostic techniques, and dealing with ward management problems. (RM)

Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

This article suggests that linguistic prescriptivism be used in the classroom as a means of eliminating discrimination. Since American society is predominantly monolingual, students must learn to use standard American English to gain access to social, political, and economic life in society. (DF)

What two teachers found when they took a close look at the results of a sentence-solving test given in grades four and five is reported. Error patterns appeared less frequently after instruction but recurred on retention tests. How students can be helped is suggested. (MNS)

Paper presented at the Modern Language Teachers Association of South Australia Seminar, September 1972. (DD)

A discussion of instructional systems characterized by a set of learner objectives or competencies in which three processes bring about individualization: assessment, diagnosis and prescription. (Author/HB)

A content taxonomy for elementary school mathematics is presented. Some group and individualized procedures for diagnostic-prescriptive teaching are suggested. Sample lessons from a case study are presented based on the previously presented sections. (LS)

Article addressed to preschool teachers, day care workers and Head Start personnel, who are called upon more and more often every day to help identify potential handicaps in the young children they serve. (Authors)

An evaluation of how successful services rendered the classroom teacher in the form of in-service training for those recommending children to the Diagnostic Learning Center were. (Author)

Described is an experimental program in which students with behavioral and/or learning difficulties are helped within the regular classroom by a diagnostic-prescriptive teacher or a crisis-resource teacher. (CB)

Article focuses on the learning of specific reading skills; discusses procedures for identifying individual needs, and ways to set up and keep individual pupil records; and cites sources (of). . .more detailed ideas." (Author)