Although the Wechsler Intelligence Scale for Children-Revised (WISC-R) involves modifications and a complete restandardization, the literature suggests that it remains very similar in nature to its predecessor, the Wechsler Intelligence Scale for Children (WISC). Individuals perform on the WISC-R largely the same as they do on the WISC. (Author)

A systematic study of the mathematical competence of all first-year engineering undergraduates at Plymouth Polytechnic, England is described. Results of a remedial mathematics program geared towards individualized instruction are presented. (MP)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

The System of Multicultural Pluralistic Assessment (SOMPA) is presented as a means of reducing some of the cultural problems of current intelligence tests used with American Indian children. (Author/DLS)

One hundred students (ages 6 to 17) identified as experiencing academic difficulties were administered both the Draw-A-Person and the Wechsler Intelligence Scale for Children-Revised (WISC-R) to assess the relationship between the two instruments with this population. Analyses indicated significant correlations between the various scores obtained…

Depression and learning problems are strongly associated. It is important to integrate learning disabilities and depression in terms of delivery of psychological services. Dependency fostering processes can be identified as correlates of relief from depression. Depression impedes normal teacher/pupil relationships. (JN)

Discusses the special problems of teaching foreign languages (specifically English) to the hard of hearing, including the monolingual approach and the introduction of a reading text. (IFS/WGA)

Focuses on two promising intervention programs for children with learning difficulties and looks at major issues in interpreting the effectiveness of such programs. Profiles the writing to read and the reading recovery programs, and discusses some of the criticisms that have been directed at these programs. (RJM)

Presents two case studies of learners attempting to understand the concept of normal distribution, specifically why physical phenomena such as height fall into normal distributions. Draws conclusions about a Connected Mathematics learning environment that enables confrontation with epistemological anxiety and the features of modeling languages…

Presents guidelines for referral and test evaluation of students with suspected learning or behavioral challenges for Montessori schools and staff. Includes an observation checklist in the areas of classroom behavior, classroom performance, and social behavior for teachers to use when a student is experiencing difficulties. Concludes with…

Reports the "Action Tract Project" (where a group of children with severe learning difficulties from a special school and a group of mainstream children from a neighboring high school in the South West of England) worked intensively together to produce a show "Together Again," which was performed for an invited audience.…

Reports findings from the team teaching of a course in mathematical problem solving designed for secondary and community college teachers to clarify the concept of ."ecessary and sufficient" conditions. Discusses assigned problems and students' incorrect interpretations. Student interpretations showed how simple mistakes can often lead to rich…

Proposes a model of doctoral student persistence and attrition in which student participation in the life of the department and discipline lead to increased student integration which is crucial for student success. Discusses students' obstacles to participation and implications for the retention of mathematics doctoral students. (Author/KHR)

Analyzes student performance on solution calorimetry problems in an introductory university chemistry class. Includes data from written classroom exams for 207 students and an extensive longitudinal interview with a student. Indicates learning difficulties, most of which appear to originate from failure to understand, that net increases and…

Develops an instrument for measuring secondary students' cognitive conflict levels as they learn science. Indicates that cognitive conflict consists of four constructs: (1) recognition of an anomalous situation; (2) interest; (3) anxiety; and (4) cognitive reappraisal of the conflict situation. Discusses implications for instruction and…