Although many researchers have identified meaningful learning as the proper aim of education, the realization of that aim and the theoretical understanding of the prerequisites for meaningful learning in the school setting are far from complete. By integrating ideas from theories of meaningful learning with ideas from theories of purposeful,…

A study examined the behaviors exhibited by 17 teacher trainees with elementary school pupils identified as having special learning problems. These teacher student relationships were examined during a twice-weekly practicum and one full week of full-responsibility teaching. The trainees provided self-report data on specified behaviors and…

This study compared the conceptual rule learning performance of normal and learning disabled children. Subjects for the study were 18 normal and 18 learning disabled children with mean ages of 9.4 and 9.3 years and mean IQ scores of 103.1 and 101.6 respectively. The children were matched for age, IQ, sex and race. Four types of rules (affirmation,…

Three examples of teacher and student exchanges in mathematics classes are presented which typify the qualitative difference between children's thinking and adult's thinking. The cases explored also illustrate differences caused by cultural factors. (JP)

College students experiencing academic difficulties are a major concern to universities. Research has indicated that many underachievers display certain identifiable electroencephalogram (EEG) characteristics. Unlike achieving students, underachievers often exhibit little EEG arousal during normally motivating tasks. These findings suggest that…

A conceptual framework of attention can be organized around three functions of attention: determining how much capacity is to be deployed (attention allocation), for how long (attention maintenance), and to which potential information sources (attention direction). Within this framework, several critical distinctions can be made between processes…

The panel presentation includes three papers describing the development and implementation of two parent oriented intervention programs currently serving low income Black families in Kansas City, Kansas. Both programs are home based and utilize trained community paraprofessionals as parent trainers. One program trains parents of preschool…

Before an effective program can be developed to help the remedial writing student, instructors must dispel the myth that college students can read college level materials. Related to this assumption is the belief that those who cannot read in college cannot do so because of a lack of intelligence. Clearly what is important in understanding the…

This publication, the second in the National Council of Teachers of Mathematics (NCTM) professional reference series, is a collection of essays, each coauthored by a professional mathematics educator and a special education professional and directed to a particular exceptionality. The premise that the mathematical education of exceptional children…

Most research in the area of early identification of learning problems has been devoted to determining the predictive validity of various assessment measures. Results indicate that the predictive validity of these measures is far from perfect and varies considerably from study to study. The transition room program provides what appears to be a…

THE RELATIONSHIPS BETWEEN AUDITORY AND VISUAL FUNCTIONING AND READING ACHIEVEMENT WERE EXPLORED. AN ADDITIONAL OBJECTIVE WAS TO INVESTIGATE THE INFLUENCE OF DEVELOPMENTAL FACTORS ON THESE VARIABLES. A WIDE RANGE OF AUDITORY AND VISUAL SKILLS WAS SAMPLED IN POOR AND NORMAL READERS AT THREE DIFFERENT GRADE LEVELS (FIRST, THIRD, AND FIFTH). DATA…

THE AIM OF THIS RESEARCH PROJECT WAS TO IDENTIFY THE ARTICULATORY INACCURACY PROFILES OF CHILDREN ACCORDING TO THE ETIOLOGY OF THE CONDITION PRODUCING THE SPEECH DIFFICULTY. DURING THE FIRST PHASE OF THE RESEARCH, A BATTERY OF TESTS TO PROVIDE INFORMATION ON THE ARTICULATORY PATTERNS, VERBAL INTELLIGENCE, AND AUDITORY PERCEPTION OF NORMAL CHILDREN…

Explanations of age-related differences in adult memory usually assume two forms: processing deficits and structural deficits. Processing deficit explanations attribute recall differences to a failure of older adults to effectively use the processes of attention, organization, mediation (the use of such devices as visual images and verbal images…