Citations with the tag: SLOW learning children

Results 1 - 50

  • A successful secondary support program for students with specific learning disabilities.
    Daniel Raisch, C.; Gay, James E. // Intervention in School & Clinic; Sep96, Vol. 32 Issue 1, p14 

    Discusses various aspects of a support program that caters to the academic needs of students with slow learning disabilities (SLD) and other at-risk students. Impact of the passage of the Education for All Handicapped Children Act of 1975; Program implementation; Announcement of service...

  • Early intervention for children with developmental delays...
    Opp, Gunther; Thurmair, Martin // Topics in Early Childhood Special Education; Winter93, Vol. 13 Issue 4, p488 

    Discusses the advantages and disadvantages of proximal (homebound) and centralized (center-based) services and the need for a change in the paradigm of early intervention. Insight into perspectives concerning Bavarian early intervention; What centralization of early intervention service...

  • An ode for teachers of diverse learners.
    Glazer, Susan Mandel // Teaching Pre K-8; May96, Vol. 26 Issue 8, p120 

    Gives advice on teaching techniques for slow-learning students interested. Use of shorter selections instead of whole books when reading; Guidance for a child who finds sitting still difficult; Avoidance of questions which the children may not be able to answer.

  • Helping slow readers.
    Smith, Carl B. // Reading Teacher; Feb90, Vol. 43 Issue 6, p416 

    Offers reading teachers advice on how to help slow readers. Need to shift the focus of education to the time it takes a student to learn; Slow readers' lack of appropriate background or schema; Guidelines for teaching slow readers.

  • Cooperative learning and student achievement.
    Slavin, R.E. // Education Digest; Feb1989, Vol. 54 Issue 6, p15 

    Discusses cooperative learning and the conditions that are essential to the achievement effects of cooperative learning. Misconception that all forms of cooperative learning are equally effective.

  • Easing the pressure.
    Hillerich, Robert L. // Teaching Pre K-8; Oct90, Vol. 21 Issue 2, p107 

    Suggests ways teachers can help the disadvantaged children among the affluent. Why parents push; Educating parents; Non-traditional homework.

  • Roger and Tabitha.
    Carskadon, J.H. // Children Today; Jan/Feb91, Vol. 20 Issue 1, p5 

    Recalls the author's first teaching job in rural Mississippi and various strategies that worked well with developmentally delayed children in the classroom.

  • Vocational-technical programs: Follow-up of students with learning disabilities.
    Shapiro, E.S.; Lentz Jr., F.E. // Exceptional Children; Sep91, Vol. 58 Issue 1, p47 

    Discusses recent research which has examined the role of vocational-technical training in facilitating the transition from school to work of adolescents with learning disabilities. Provides follow-up data on such students who had attended vocational-technical programs. Needs of students with...

    Dunn, Rita S. // Educational Leadership; Mar1979, Vol. 36 Issue 6, p430 

    Suggests teaching methods for slow learners. Definition of slow learners; Characteristics of slow learners; Materials used for teaching slow learners.

    Dunn, Rita S. // Education; Sep/Oct69, Vol. 90 Issue 1, p91 

    Presents an essay about a slow learning child. Child's reaction on intelligence test.

    Dunn, Rita S. // Education; Sep/Oct69, Vol. 90 Issue 1, p92 

    Lists the characteristics of a slow learner. Short attention and concentration span; Slow reaction time; Failure to recognize familiar elements in new situations; Lacks originality and creativeness.

  • We're Slow Learners of Schooling's Complexities.
    Rich, Dorothy // Education Week; 6/15/2005, Vol. 24 Issue 40, p34 

    Presents a letter to the editor on the complexity faced by schools in educating slow learning children.

  • Promoting strategic learning.
    Day, Victoria P.; Elksnin, Linda K. // Intervention in School & Clinic; May94, Vol. 29 Issue 5, p262 

    Suggests that the use of various learning strategies in instruction will enable low achievers to become actively involved in the learning process. Learning responsibility; Need to focus on both how to learn and how to effectively use what has been learned; Link between a need the student has in...

  • Making reform work for the educationally disadvantaged.
    Pogrow, Stanley // Educational Leadership; Feb95, Vol. 52 Issue 5, p20 

    Features the Higher Order Thinking Skills (HOTS) Program reform network for educationally disadvantaged children. Reasons for the large-scale success of HOTS; Development of HOTS in 1981; Model of Socratic teaching and teacher training; Nature of the learning needs of educationally...

  • Cross-age reading: A strategy for helping poor readers.
    Labbo, Linda D.; Teale, William H. // Reading Teacher; Feb90, Vol. 43 Issue 6, p362 

    Discusses the use of a cross-age reading program as a strategy for helping poor readers in the fifth grade. Lines of research that contributed to the design of the study; Subjects and design; Pretests; Instructional programs; Post-testing; Case studies.

  • Minimum Competency Testing and the Slow Learner.
    Dunlap, Howard G. // Educational Leadership; Feb79, Vol. 36 Issue 5, p327 

    Discusses the relationship between minimum competency testing and the slow learner. Reasons why the students are placed in the slow learners range on the basis of their mental ability; Misunderstandings that are created due to the result of the term average; Alternatives that are required to be...

  • Is the Slow Learner in the Classroom Learning Disabled?
    Belmont, Ira; Belmont, Lillian // Journal of Learning Disabilities; Nov1980, Vol. 13 Issue 9 

    Addresses the question of who are the learning disabled (LD) children, focusing on suggested approaches for delineating subgroups of slow-learning children. Conflicting trends regarding the term LD; Differentiation between temporarily failing children and chronically slow learners; Strategies...

  • Retention Is No Way To Boost Reading.
    Gordon, Tina // Education Week; 06/16/99, Vol. 18 Issue 40, p42 

    Comments that the United States government's policy of retaining students who fail is not the solution to boost their reading abilities. Effects of retention; Recommended option; Factor that accounts for major differences in the ability of young children in any given elementary classroom in the...

  • Failing Children--Twice.
    Bracey, Gerald W. // Education Week; 06/16/99, Vol. 18 Issue 40, p42 

    Focuses on the ineffectiveness of retaining children in the same grade to encourage them to work hard in school. Purpose for using the threat of retention; Views of Danish educators on retention; How children rate their fear of retention; Recommended solution for dealing with low-achieving...

  • Elaborating to Learn and Learning to Elaborate.
    Pressley, Michael; Johnson, Carla J.; Symons, Sonya // Journal of Learning Disabilities; Feb1987, Vol. 20 Issue 2 

    Examines two types of elaboration that are viewed as potent strategies for the learning disabled and for poor child learners in general. Elaborative strategy teaching and mnemonic elaboration; Model of autonomous and flexible strategy; Other forms of elaboration that aid learning.

  • extended-day programs: time to learn.
    Dodd, Catherine; Wise, Donald // Leadership; Sep/Oct2002, Vol. 32 Issue 1, p24 

    Discusses issues relating to extended-day programs which have been adopted by a number of California schools to provide extra time and assistance to slower-learning students. Forms of extended-day programs; Effect on achievement; Connection with regular school day; Staffing for the program;...

    Cassel, Russel N. // Education; Spring88, Vol. 108 Issue 3, p413 

    Today in America one out of every four youngsters in our schools dropout before completing high school, and a similar number of other students are classed as non-learners, mentally handicapped (slow learners), and underachievers. Educators spend the great mass of their time with the half of our...

  • Teachers Cautioned Against Early Label For 'Slow Learners'.
    Cassel, Russel N. // Education Week; 10/26/1983, Vol. 3 Issue 8, p4 

    The article reports on a study of slow learner children who later have a better schooling and career. According to a study by the Indiana University, children who are labeled slow learner in the early grades may overcome their problems and will succeed in the future. The most key factors of...

  • Facilitating student participation in individualized education programs through motivation...
    Van Reusen, Anthony K.; Bos, Candace S. // Exceptional Children; Mar/Apr94, Vol. 60 Issue 5, p466 

    Investigates the effectiveness of strategy instruction designed to foster students' active participation in individualized education programs (IEP) conferences. Participation of students with learning disabilities and their parents in strategy instruction or orientation lecture; Means and...

  • Arthur and the extended composition.
    Johnson, Donna G. // Reading Teacher; Dec98/Jan99, Vol. 52 Issue 4, p409 

    Presents the author's reflections on how teachers can handle young children who have difficulties in writing and composition activities. Description of the abilities and behavior of one student who can not write well; Teacher's conversations with the student to bring out ideas; Improvement in...

  • Differences in Cognitive Processes Among Handicapped and Average Children: A Group Learning Approach.
    Cherkes-Julkowski, Miriam; Gertner, Nancy; Norlander, Kay // Journal of Learning Disabilities; Aug/Sep1986, Vol. 19 Issue 7 

    Investigates the ability of learning disabled (LD), slow learning and average children to adapt learning strategies to different stimulus demands. Use of small group learning situations to encourage subjects to verbalize their strategies to each other; Different pattern of strategy usage...

  • Gross on Education.
    Cherkes-Julkowski, Miriam; Gertner, Nancy; Norlander, Kay // Education Digest; May1963, Vol. 28 Issue 9, p58 

    The article reports that Calvin E. Gross, who assumed his duties as the new superintendent of New York City schools in April, believes the schools should stop gearing its whole enterprise to the average student. For the slow learners, Gross would insist on mastery of the fundamentals before...

    Chauhdary, Abdul Qayyum; Hussain, Muhammad Athar // International Journal of Humanities & Social Science; Feb2012, Vol. 2 Issue 3, p207 

    Understanding the needs and interests of the children is a key area that the teacher should focus on. Academic achievement of slow learners demands for a motivating attitude on the part of the teachers. This paper describes the attitude of teachers towards slow learners' academic achievement....

    Maudslay, Liz // Community Care; 8/8/2002, Issue 1434, p47 

    Presents the results of the Enhancing Quality of Life research project initiated by Skill: National Bureau for Students with Disabilities and Cambridge University in Cambridge, England on the provision for people with profound and complex learning difficulties. Approach that would meet their...

  • Slow and Steady Wins the Race.
    Padgett, Raven // Principal; Jan/Feb2008, Vol. 87 Issue 3, p6 

    The author introduces the topics of the issue, focusing on ways that principals can support teachers and parents in education and including articles on brain differences in learning, helping slow learners, and evidence-based response to intervention approaches.

  • Social studies and the disabled reader.
    Hickey, Gail; Braun, Patty // Emergency Librarian; May/Jun92, Vol. 19 Issue 5, p34 

    Provides teachers with information and resources for differentiating social studies instruction for students with reading difficulties. Identifying the disabled reader; Special needs of disabled readers; Strategies that can be used to teach social studies to disabled readers; Examples of skills...

  • Transitional Kindergarten Programs May Harm Students, Va. Report Says.
    Hickey, Gail; Braun, Patty // Education Week; 6/6/1990, Vol. 9 Issue 37, p2 

    The article discusses the result of a survey related to the effects of giving additional year of studies for slow learner students in kindergarten in Virginia. The survey discovered that students that were held back scored lower on cognitive tests than children who attended regular kindergarten....

  • Age differences in WISC-III subtests of children experiencing academic difficulties.
    Brazelton, Elizabeth W.; McCraw, Fred // Psychological Reports; Jun97 Part 1, Vol. 80 Issue 3, p863 

    Presents the results of a study in which WISC-II subtest scores of 180 children referred because of academic difficulties were analyzed for differences based on age and Intelligence Quotient (IQ). What rank-orders of all subtests indicated; Why there must be a change in the interpretation of...

  • Can We Make School More Enjoyable--and Effective for "Slow" Students Too?
    D. T. W. // American Educator; Spring2009, Vol. 33 Issue 1, p10 

    The article offers ideas on how to persuade and help learners improve their learning skills. According to the author, although genetic inheritance can influence intelligence, hard work can change intelligence. The interaction between genetics and the environment in relation to intelligence is...

  • Study Challenges Policy of Retaining Slower Readers.
    D. T. W. // Education Week; 12/14/1983, Vol. 3 Issue 14, p4 

    The article investigates the benefits and disadvantages of the policy which requires poor readers to repeat the first grade in schools in the U.S. According to the results of the study, retaining slower readers is not as useful as letting them proceed to the second grade. Indications showed that...

  • Using Learning-Strategies Instruction With Students Who Are Gifted and Learning Disabled.
    Bisland, Amy // Gifted Child Today; Summer2004, Vol. 27 Issue 3, p52 

    Presents learning strategies that will help both gifted and learning-disabled students achieve academically. Classification of gifted and learning-disabled students; Importance of instructional strategies; Conditions on when to use learning strategies.

  • Poor Readers Teach.
    Bisland, Amy // Education Digest; Nov1966, Vol. 32 Issue 3, p61 

    The article cites a study conducted by a team of researchers at Columbia University in New York City, according to which, the best way to teach reading to a slow-learning high-school student may be to have him tutor a grade-school youngster with the same reading difficulties. Borderline...

  • Research round-up.
    Bisland, Amy // Education (14637073); 10/19/2007, Issue 285, p6 

    The article presents the results of educational research as of October 19, 2007. A study by Derek Bland of the Queensland University of Technology and Bill Atweh of Cutin University showed that participatory action research promotes collaboration among students, teachers and researchers. Ann...

    Khasnavis, P.K.; Cain, Gerald G. // Education; Summer79, Vol. 99 Issue 4, p370 

    Slow learners in the elementary social studies classes have been mostly ignored because of (1) improperly trained teachers in this area; (2) overcrowded classrooms; and (3) inadequate instructional resources. Our article proposes that the teachers first identify the slow learners. Then, apply...

  • A Dual-Task Investigation of Language-Spatial Lateralization.
    Stellern, John; Collins, James; Bayne, Mina // Journal of Learning Disabilities; Nov1987, Vol. 20 Issue 9 

    Examines the language-spatial lateralization of right-handed regular education students. Dual-task model; Psychoeducational techniques; Possibility that most nonhandicapped slow learners may be learning disabled.

  • One Plus One Equals Success.
    Behrmann, Polly // Journal of Learning Disabilities; Feb1973, Vol. 6 Issue 2, p123 

    The article reports how a group of girls in Marlboro, Massachusetts, who had become problems to society helped a group of children who are having problems in school. Madonna Hall is a therapeutically oriented group setting for teenage girls with problems. Under the auspices of the Sisters of the...

  • Second Time Around.
    Black, Susan // American School Board Journal; Nov2004, Vol. 191 Issue 11, p40 

    Explains that grade retention poses long term negative effects on school children. Role of teachers in identifying school children who will be put for retention; Research findings on the effect of retention on school children; Retention rates in U.S. schools; Significance of a school reform to...

  • Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning.
    Avalos, Mary A.; Plasencia, Alina; Chavez, Celina; Rasc´┐Żn, Josefa // Reading Teacher; Dec2007, Vol. 61 Issue 4, p318 

    The article offers information on modified guided reading. It is a component of a balanced literacy program providing differentiated, small-group reading instruction to four to six students with similar strengths and instructional needs or heterogeneously grouped students. The benefits of...

    Christie, Kathy // Phi Delta Kappan; Jan2004, Vol. 85 Issue 5, p341 

    Discusses the concept of adequate yearly progress, a descriptor for the plight of slow learners and a requirement from the U.S. No Child Left Behind Act. List of instructional materials accessible to students; Amendment to the funding formula for educating English-language learner in North...

  • 'To the parents of....' A parent's perspective on the schooling of a struggling learner.
    Nierstheimer, Susan L. // Journal of Adolescent & Adult Literacy; Sep2000, Vol. 44 Issue 1, p34 

    Presents information on two issues about education as of September 2000. Academic performance and learning process of a slow learner; Use of online discussion groups as a tool in teaching the English language.

  • Breaking down barriers that disenfranchise African American adolescent readers in low-level tracks.
    Tatum, Aldred W. // Journal of Adolescent & Adult Literacy; Sep2000, Vol. 44 Issue 1, p52 

    Features information on literacy education for slow African-American adolescent readers in the United States. State of education for African-American youths; Discussion on the use of a culturally relevant approach in teaching; Details on a study on the application of culturally relevant...

    Cunningham, Ruth // Educational Leadership; May1946, Vol. 3 Issue 8, p392 

    The article relates Miss Millie's experience as a teacher of a student too slow to learn but was willing to learn. His student, Rob Williams, was known to be pathetic not with physical looks but within. He learned how to read later than the other boys did, the moment he learned how to shinny the...

    Cunningham, Ruth // Journal of Learning Disabilities; Sep1968, Vol. 1 Issue 9, p557 

    The article presents information on products, which are used to cure learning disability in a child. Small and Large Form Puzzles by Teaching Resources Inc., 334 Boylston Street, Boston, Massachusetts are designed to help develop in a child the ability to see the relationships of parts to a...

  • One size doesn't fit all: Slow learners in the reading classroom.
    Cooter, Kathleen S.; Cooter Jr., Robert B. // Reading Teacher; Apr2004, Vol. 57 Issue 7, p680 

    Deals with the reading program of urban schools for slow learning children in the U.S. Definition of slow learners in psychometric terms; Consequence of inflexible reading curricula; Information on the Academic Improvement of the No Child Left Behind Act.

  • A Variety of Ideas Pertinent to the Slow Learner.
    Abraham, Willard // Education; Feb1961, Vol. 81 Issue 6, p352 

    The article looks into a variety of ideas pertinent to the slow learner. It points out that selected techniques and materials of identification may be used to help determine the areas for concern and their relationship. The emphasis in the analysis will have to be on degree. The existence of...

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