This study determined the instructional approaches and teaching techniques and materials reading specialists perceived to be the most effective for the seventh and eighth grade remedial reading courses mandated by Texas House Bill 246. It also determined the most effective inservice procedures for training teachers assigned to teach these courses. Fifty-four Texas reading specialists, representing school districts, service centers, and colleges and universities, participated as panelists in the Delphi, completing three rounds of questionnaires. Perceived recommendations were rated by panelists according to levels of effectiveness.

M.Ed. (Subject Didactics) / Mathematics opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with Mathematics in secondary school due to a multitude of factors. Some factors are connected with the student's innate abilities and the extent to which these have been developed, and others with the teaching practice. Problems include lack of conceptual development, skills in problem solving, computation and poor study methods. These problems can be identified and diagnosed through careful observation, questioning and interpretation of written work. Remedial instruction has to address the individual student's needs. To enhance learning, students have to be actively involved through manipulation of models, discussions, verbal writing assignments, practising his skills and studying. The use of visual proj ections, using colour, graphics and sound by computer, facilitates the recall of previous lessons. Videos of lectures can be used as backup for pupils who were absent. These are but two of the creative ideas suggested as aids for remedial teaching. No instant recipes are prescribed, but, for the teacher who really has the interest of his pupils at heart, many guidelines are provided...

Bibliography: pages 252-280. / Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.

The problem of this study was to determine some relations between changes in reading skills and changes in certain selected aspects of self-concept accompanying a remedial-reading program for elementary school boys with low reading ability and reasonably normal intelligence.

"In this study an experiment was conducted to determine the effectiveness of the S.R.A. Reading Laboratory as compared with other instructional materials used in remedial reading classes for tenth grade pupils at Hillsborough High School, Tampa, Florida, in the school year 1957-58. The S.R.A. Reading Laboratory is a kit of reading materials designed to help pupils improve in reading skills by providing highly interesting factual prose selections of varying degrees of difficulty. Essence of the Reading Laboratory plan is provision for each pupil to read selections of the right degree of difficulty for him. Suitable comprehension and word-study exercises follow each reading activity. Pupils check and evaluate their own work and keep a graphic record of their progress in individual student record books. Each pupil advances to a higher reading level when he is ready"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references.

This study is an attempt to show the extent of and the probable causes for reading difficulties, to give remedial procedure, and to record results for twenty second-grade pupils of the Elementary School, Plano, Texas. An intensive study of the twenty children was made with emphasis upon the improvement of reading ability. This study deals primarily with the investigate of factors in the creation of reading disabilities.

The purpose of this study was to identify reading achievement of pupils assigned to the reading clinic and analyze and compare this achievement by grade levels with levels of intelligence. More specifically, the investigation attempted to determine: 1. The grade level at which the reading clinic was most effective; 2. The intelligence level at which the reading clinic was most effective; 3. The statistical significance of the variation in group intelligence test IQ's; and 4. The correlation between group intelligence test IQ's and total reading achievement.

The challenge of underprepared students' entering America's colleges and universities is not new. Because of their "open door" policies, community colleges are more likely to enroll students who are not college prepared. This retrospective study focused on the performance of students who had completed required developmental education courses compared to the performance of students without developmental requirements. The study examined developmental education success measures for five cohorts of first-time degree-seeking freshmen each tracked for a six-year period enrolled at Walters State Community College located in Tennessee. The success measures compared included grade point averages earned in college-level mathematics and English courses, cumulative college-level credit hours earned, cumulative college-level grade point averages earned, and number of graduates. Existing data, gathered from the college's student information database, were analyzed through the application of two univariate approaches--the t-test for independent samples and the chi-square. The study found that nondevelopmental students earned statistically higher grade point averages in college-level mathematics and statistically higher cumulative college-level grade point averages. The study found that significant statistical differences did not exist between the two student groups in grade point averages earned in college-level composition and in graduation rates. The study's findings relative to the comparison of average cumulative college-level credit hours earned by the two student groups were mixed. Although statistically significant differences were found for some performance variables, they were not so large as to conclude that the college's developmental education program was ineffective. For this study to be useful for future decision making, it must be compared with results of future studies designed to measure performance and effectiveness. Therefore, it is recommended that the analysis be updated annually. Practitioners at other state colleges should undertake research directed at establishing the level of overall effectiveness of developmental education across the state.

The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement than the students who did not participate (n = 457). Ex post facto data included pre- and post- math assessments. The math instruction and assessments were administered to third through fifth grade students as part of the school district's academic program during the 2012, 2013, and 2014 summer schools. A dependent samples t test was used to analyze the data to determine if the students' achievement scores improved for those attending summer school. The results did not indicate any significant improvement. An ANOVA was then used to determine if the summer math program decreased summer loss of learning in participating students. Participating students experienced significantly less summer loss than did non-participating students. Therefore, recommendations for the summer math program include more instructional time and moving the program closer to the beginning of the school year to avoid any summer loss. This study will have a positive social impact as it influences decisions made by the school district to improve the summer math program and produce students who are better prepared for postsecondary school options.

Many universities and colleges have a considerable number of students enroll whose entrance examination scores indicate deficiencies in high school and pre-high school mathematics. The purpose of this study was to investigate the effectiveness of programed texts, as compared with conventional procedures, for teaching basic mathematics to remedial mathematics students. The effects of mental ability, study skills and attitudes on achievement through the use of programed texts also carne under investigation. For one quarter an experimental group of 73 subjects used a set of three linear programed texts for their sole mode of instruction in mathematics. A control group of 58 subjects were taught the same content material by traditional lecture-discussion procedures. At the beginning of the 1965 Fall quarter, the subjects were given a mental ability test, a study skills and attitude survey and a standardized mathematics pretest. The subjects' scores on these three measures served as covariates for a covariance analysis of the mathematics posttest scores. Analysis of variance showed no significant differences (NSD) between the means of the experimental and control groups scores on the mathematics posttest. However, analysis of covariance showed a significant mean score difference in favor of the experimental group for the questions pertaining to mathematics fundamentals (computation) and NSD for the questions pertaining to reasoning (problem solving) . The experimental group went from a mathematics pretest mean score grade placement of about 8.5 to a mathematics posttest mean score grade placement of about 10.5. The control group went from a mathematics pretest mean score grade placement of about 9.0 to a mathematics posttest mean score grade placement of about 10.5. The two different teaching methods did not bring about significant differences in the variability of the subjects' mathematics test scores. The correlation between mental ability scores and mathematics test scores was moderate (about .50). As would be expected, the correlation between mathematics pretest and posttest scores was high (about .80). The correlation between study skills scores and mathematics test scores was low (about .26 for the experimental group and about .04 for the control group). Individual rates of progress, made possible by programed texts, enabled a considerable number of students in the experimental group to complete the equivalent of a quarter's study in basic mathematics in less than a quarter's time. A survey questionnaire concerning interest and attitude of the subjects toward mathematics, programed instruction and the remedial mathematics course was given at the end of the quarter in which the study was conducted. Chi-square analysis of the responses to the questions generally showed the subjects' responses were independent of the type of instruction they had received. The subjects were also asked to comment on what they thought were the most favorable characteristics of the course and what they thought were the least favorable characteristics of the course. The favorable comment listed most frequently by control subjects pertained to the slow group pace. They explained that it was the slow pace, coupled with a very understanding instructor, which enabled them to learn mathematics which they had missed in high school. However, it was also the slow group pace which drew the most number of control subjects' responses as to what they liked least about the course. The favorable comment listed most frequently by the subjects who learned from programed texts pertained to the opportunity the programed texts had provided for each student to progress at his own rate. The unfavorable comment listed most frequently by the programed learning group pertained to no teacher-student interaction and no class discussion when programed texts were used.