How to use listening to responses as a diagnostic tool to discover children's reading and comprehension problems. (RB)

Suggests that administering tests to students on the tasks in a learning hierarchy is a means of obtaining precise knowledge about the capabilities of individual students. Such knowledge is necessary for the diagnosis and treatment of learning difficulties. Decisions regarding the selection of appropriate learning tasks for students based on their…

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

Argues that computers can be used by reading teachers in a number of ways, including (1) as a diagnostic test administrator, (2) as a target for student hostility, (3) as a "tutee" for poor readers, (4) as a conversationalist, (5) as an accuracy trainer, and (6) as a game partner. (FL)

Important issues pertaining to educating the preservice undergraduate special educator are discussed by critically analyzing literature from a nontraditional, multidisciplinary perspective. Diagnostic-prescriptive teaching methodologies are found to be inadequate once again, and suggestions are provided to expand the field's conciousness level by…

Describes the program of the University of South Carolina's college of general studies development center, which was created in order to improve student reading skills. (FL)

While the normative frame of reference is adequate for diagnosis, a behavioral approach may be more suited to the prescriptive phase of assessment. The behavioral frame of reference is described and its relevance to prescriptive assessment is discussed. (Author)

Explains how writing teachers can effectively work with reading teachers by drawing on the knowledge reading teachers have in the areas of reading diagnosis, psychology, and reading development. (MKM)

Discusses the problems inherent in the most common approaches to evaluating children's oral reading and proposes a more flexible diagnostic teaching approach. (FL)

Describes an automatic exercise-problem selection method which is based on the theory of Learning Diagnosis and Treatment (LDT). An optimum problem for each learner is identified by comparing the required readiness for the problem and the learner's mastery level. (Author/CMV)

Outlines three types of diagnosis (formal, informal, and inferential) and three areas of diagnosis (difficulty of content, learning style, and use of principles of learning). Discusses considerations and sources of data for each of the three areas. (SS)

Suggests that much of the trouble people have with numbers is linguistic. Points out differences between language and mathematical dimensions of math terms. Gives tips concerning reading of math problems, finding out what messages children are receiving, and the importance of basic number facts and estimation. (RH)