Assigning an organic central nervous system disorder as the cause of most learning problems ignores the consideration of other factors such as emotional, intellectual or educational lacks. (A related article is EA 501 451.) (Author)

The author expresses his belief that language learning opportunities should be offered to all levels of ability and discusses the development of strategies to meet the problems which the less-able child may encounter in untracked, mixed-ability language classes. (FB)

Reports the development and testing of a practical instrument, the Self-Description Questionnaire, that can be used by teachers to identify the psychosocial factors contributing to learning problems experienced by low literate adults. Provides examples of how teachers can use the framework and data obtained from the instrument. Includes the…

Followup of psychoeducational recommendations made for 67 learning problem students (k-12) showed that 68 percent of the parental recommendations and 56 percent of the teacher recommendations were implemented. Findings included that many school personnel had not read the recommendations and there was no effective ongoing advocate for the student.…

An indepth examination of 27 adolescent admissions to a private psychiatric center was conducted to determine common characteristics, academic deficits, and special learning problems of emotionally disturbed children. (SB)

Medical records of 88 five- to twelve-year-old boys (44 with central language problems and a diagnosed hyperactive behavior syndrome) were reviewed. The best predictor of membership in the group with language problems and diagnosed hyperactivity was family alcohol problems. (Author)

Gives the classroom teacher guidelines which may help in recognizing the child with a hearing problem and lists a few techniques for accommodating the hard of hearing child in the regular classroom. (SJL)

Discusses some of the reasons why children fail in math, and suggests a general approach of moving from concrete to abstract in all situations. Reasons for math failure reviewed include too much or too little pressure on the child, lack of self-confidence, learning disabilities, and lack of vocabulary. (DLS)

Comparisons of a child's behavior in a variety of situations and under different sets of expectations provide a basis for identifying learning problems and for differentiating them from individual variations in learning styles. (MB)

Presented are responses to questions often asked about slow learners, including: What kinds of materials can be used with slow learners? Is it advisable to deliver lecture lessons to slow learners? How do you start a class lesson? Can the teacher of slow learners reach every student? Teaching techniques and learning activities are described.…

Describes one teacher's experiences using "kid-watching" with four challenging middle school students, noting how such observation provides valuable insights into how some individuals learn. (SR)

Considers the impact of the introduction of graphic calculators into assessment within the International Baccalaureate Diploma. Discusses difficulties that arise in the development of practice questions, how these difficulties were resolved in the questions that appeared on the examinations, and problems of different calculator syntax. (Author/KHR)

Presents findings from a research project in two high school mathematics classrooms. Focuses on the ways in which teachers' classroom interventions promote the growth of students' mathematical understanding. Describes 'blocking' as one of the major interventions of mathematics teachers. Discusses implications of the intervention strategy for…

Presents a recounting of the work of Kepler and Wiles, great minds who made a tangible impact on the field of mathematics but who had to overcome seemingly insurmountable roadblocks. (KHR)