This article proposes use of a restructured hundreds chart that involves a right-to-left sequence of numbers (similar to the direction of computations) and inclusion of zero. Specific instructional activities using the restructured chart are suggested for teaching such skills as counting, number identification, numerical relationships, place…

Explanations for problems in mathematics are offered, and examples that may lead to a better understanding of problems in mathematics are discussed. Examples include the developmental, dyscalculia, dyspedagogia, behaviorist, medical, psychoanalytic, cultural, curricular, social, transactional, moral, and eclectic models. A case study exemplifies…

Evaluation of mean score differences between the Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for 126 children with academic difficulties found the Stanford-Binet composite score was significantly higher than the WISC-R score at the lower end of the ability continuum but…

Explores functions of literacy for students with severe language and learning problems. Discusses rationales and logistics of developing an appropriate literacy curriculum based on holistic principles. Describes the school atmospheres established to support students' literacy. Presents case studies of two students over the course of four years of…

Analyzes the problems of mathematics education for Aboriginal-Australian children. The analysis attempts to show how mathematics can be appropriated by Aboriginal people in ways that will not lead to self-destruction but rather will enable self-determination for Aboriginal Australia. (25 references) (GLR)

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

Discovers how preschool hearing-impaired children learn about literacy within a school setting. Finds that the children, through literacy, find ways to learn about the hearing world and, more important, to be a part of it. (RS)

Theoretical review provides psychologists with stronger etiological explanations for problematic behaviors they encounter in schools. Considers theory of gene-environment correlation to explain how behavior patterns can become more stable over life span and diathesis-stress theory to clarify how environment interacts with behavioral dispositions…

Describes the use of a flexible grouping strategy called "group retellings." Students are grouped heterogeneously into two- to four-member groups, read a portion of the text, and then retell the content to other group members. (DB)

Offers a framework for improving instructional tools in beginning reading with emphasis on their importance for children with diverse learning needs. Bases rationale on current practices and challenges of increasing diversity in classrooms. Identifies critical dimension or big ideas of beginning reading and relates it to curriculum design…

The principal plays an important role in the success of student assistance teams, which devise suitable interventions for low-achieving students. A survey of Midwest principals valued these teams, despite certain problems: inadequate time for meetings during the school day and teachers' imperfect implementation of suggested interventions.…

Presents two self-correction spelling methods involving either letter-by-letter proofing or whole-word proofing. These methods are seen to be effective and offer benefits to students (faster learning), teachers (ease of implementation), and parents (who can implement the method at home). An insert summarizes methods in spelling instruction. (DB)

Describes assessment measures based on Vygotsky's zone of proximal development concept and Feuerstein's mediated learning experience theory developed for intervention with children experiencing arithmetic difficulties. Grade 2 students (N=48) were assigned to either an experimental or control group, with the experimental group receiving…

Discusses cognitive, affective, and linguistic influences on foreign language learning. It proposes the Linguistic Coding Differences Hypothesis (LCDH) model for understanding foreign language learning problems. The empirical support for the LCDH model is reviewed. Diagnostic, pedagogical, and policy implications are addressed. (Author/DB)

Looks at the problems for policy, research, and practice that arise from not carefully differentiating among students who manifest learning difficulties in reading and writing. Reviews the need for policy and practice that addresses the full range of barriers to learning so that all students have an opportunity to succeed. Concludes with…