A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes

Two groups of adolescents with learning difficulties in mathematics were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under two conditions, one involving standard word problems, the other involving a contextualized problem on videodisc. All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups of students improved their performance on solving word problems, but students in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in two transfer tasks that followed instruction.

Liverpool Visual Assessment Team 1985-1989: 5 years on

An update of the work of the Liverpool Visual Assessment Team. This is a multi-disciplinary team for the assessment, remediation and management of severely visually impaired children in Liverpool and the surrounding region.

Pupils with mild mental retardation in regular Swedish schools: prevalence, objective characteristics, and subjective evaluations

Pupils in regular Swedish schools who met the psychometric criterion of mental retardation were identified and described. Using a national longitudinal data set, we compared a group of 13-year-old pupils (N = 116) not officially classified as having mental retardation to their peers without mental retardation across measures of school achievement, social background, self-evaluations of school experiences, and upper secondary school education. The results showed that the former group was low-achieving and had poor self-evaluations; however, some pupils in the general population shared these characteristics.

Varieties of developmental dyslexia

This paper reviews and evaluates the evidence for the existence of distinct varieties of developmental dyslexia, analogous to those found in the acquired dyslexic population. Models of the normal adult reading process and of the development of reading in children are used to provide a framework for considering the issues. Data from a large-sample study of the reading patterns of developmental dyslexics are then reported. The lexical and sublexical reading skills of 56 developmental dyslexics were assessed through close comparison with the skills of 56 normally developing readers. The results indicate that there are at least two varieties of developmental dyslexia, the first of which is characterised by a specific difficulty using the lexical procedure, and the second by a difficulty using the sublexical procedure. These subtypes are apparently not rare, but are relatively prevalent in the developmental dyslexic population. The results of a second experiment, which suggest that neither of these reading patterns can be accounted for in terms of a general language disorder, are then reported.

Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students

The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for, female students were found to earn significantly higher mathematics grades than did male students. A significant three-way (Sex x Ethnic Group x Achievement-Related Expectancies) interaction was also noted. Unlike in several previous studies, no significant racial differences in mathematics performance were found. These students had a similar socioeconomic status (SES), and the effects of prior academic achievement were controlled for, suggesting that racial and gender differences in mathematics achievement may be partially explained by prior schooling and SES background, as posited by Reyes and Stanic (1988).

Impact of community-based instruction on the development of adaptive behavior of secondary-level students with mental retardation

The impact of community-based instruction on the development of adaptive behavior in 34 high school students with moderate to profound mental retardation was examined. Results were: (a) Students made statistically significant gains in three of four domains of the Scales of Independent Behavior; (b) student IQ, level of student ambulation, and presence of behavior problems were not significant predictors of the amount of community-based instruction students received; and (c) the amount of community-based instruction was a more powerful predictor of gains in these domains than were IQ, level of student ambulation, and the presence of behavior problems. Results were discussed in terms of implications for the design and implementation of secondary programs for students with mental retardation.

Developmental dyscalculia and medical assessment

Developmental dyscalculia (DC) is a primary cognitive disorder of childhood manifested by disturbance of arithmetic ability. As an isolated learning disability (LD), it is usually treated by remedial education and not referred for further medical evaluation. We examined a group of 7 third-grade children with DC attending a mainstream school who had not progressed academically in spite of specific special education intervention. We were able to identify in all 7 children neurological conditions that had direct bearing on the children's cognitive disabilities and remedial programs. One child had petit mal seizures, another developmental Gerstmann syndrome, a third had dyslexia for numbers, and 4 children had attention deficit disorders without hyperactivity. Based on this experience, we suggest that the indications for medical or neurological assessment be broadened to include children who are not improving academically in spite of appropriate professional intervention.

The effects of a multimodal intervention with attention-deficit hyperactivity disorder children: a 9-month follow-up

Using a double-blind, placebo design, we evaluated 96 attention-deficit hyperactivity disordered children for the effects of methylphenidate alone and in combination with behavioral parent training plus child self-control instruction. Seventy one of the children completed the treatment protocol. As reported previously, main effects were found for medication at posttest; however, there was no evidence of additive effects. Nine months after the termination of the behavioral interventions and the withdrawal of the stimulant medication, we found limited support for the hypothesis that the combined conditions would produce greater maintenance of treatment gains than would medication alone.

Developmental reading disorder: predictors of outcome in adolescents who received early diagnosis and treatment

In this study of the course of developmental reading disorder, 40 Caucasian children, who were diagnosed and began reading therapy at 7-years-old were followed-up at 14-years-old. A variety of methodological concerns were addressed by careful screening of the subjects, by attempting to include a representative population, by comparing standardized measures statistically at initial and follow-up testing, and by using a homogeneously delayed population. It was found that 40% of the subjects were reading appropriately at follow-up. Improvement and recovery were significantly related to parents' educational status, especially to IQ, and not to gender of subject or to having a speech articulation or hyperactivity problem. It was concluded that for those who receive early diagnosis and treatment of developmental reading disorder (1) IQ may be a good predictor of recovery potential and (2) remedial efforts for the low IQ dyslexic child may be optimal if cognitive therapy is included in addition to reading therapy.

Remediation of alexia without agraphia: a case study

Following a left temporoparietal-occipital haemorrhage and surgery, a 43-year-old, right-handed male exhibited alexia without agraphia. A remediation programme consisted of training in head turning to compensate for a right visual field defect, letter-by-letter reading aloud and covertly, drill with flash-cards to improve word recognition and practice in naming objects to improve dysnomia. The patient's reading improved markedly over a 6-week period and he was able to resume work as a respiratory therapy supervisor. A post-morbid depression resolved concomitantly with the patient's return to work. The training programme and the patient's post-training approach to reading are discussed in terms of hemispheric functioning as well as 'direct path' and 'indirect path' reading. The effectiveness of training is considered in the context of spontaneous recovery.

Handwriting and spelling: dyslexic children's abilities compared with children of the same chronological age and younger children of the same spelling level

Handwriting speed and spelling were examined in a group of 10-year-old dyslexic children compared with children of the same age and with younger children of the same spelling level. The children wrote lists of words onto a digitizer pad in three different condition: a dictation, copying from a sheet on the desk and copying from a wall chart. The words ranged in complexity from simple monosyllabic phoneme to grapheme words to words needing orthographic and morphological information and non-words. There were differences in writing speed between the 10-year-olds and 8-year-olds in most conditions. There were no significant differences in speed of writing or pausing between the dyslexic children and the 10-year-olds. There was a difference in the number of errors in the spelling of non-words, the dyslexic children being inferior to both the other groups. The only difference between the dyslexic children and the 8-year-olds was in speed of writing in copying from the desk and in writing complex words. The performance of the dyslexic group was more similar to that of the 8-year-olds in the dictation but to the 10-year-olds in the copying conditions. Independent judges had no difficulty in identifying the 10-year-olds' writing but confused that of the 8-year-olds with the dyslexic children's. It is proposed that the dyslexic children had automatised movement patterns linked to spelling equivalent to their same age peers but that these patterns were built on accumulated inaccuracies in both letter formation and spelling.

Re-examining repeated testing and teacher effects in a remedial mathematics course

This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2 x 2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempts and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher-factor/testing-attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for further research and application are discussed, giving special attention to teacher effects, the needs of remedial mathematics instruction, and the claims of mastery-learning pedagogies.

Automatisation deficits in balance for dyslexic children

Traditional theories of dyslexia have focused on components of the reading process. The Dyslexic Automatisation Deficit hypothesis takes a broader view, attributing deficits to an inability to become completely fluent in cognitive and motor skills. A series of experiments compared the balance of 15-yr.-old and 11-yr.-old groups of dyslexic children and normal children matched for age and IQ under single-task and dual-task conditions. There were no group differences in the single-task conditions. However, introduction of a concurrent secondary task led to a dissociation in that, whereas the balance of normal children was unaffected, the dyslexic children's balance was significantly impaired. It was concluded that the normal children balanced automatically whereas the dyslexic children did not. These results directly support the proposed framework.

Remediating the thinking of pupils with autism: principles into practice

We take previously developed principles of a problem-solving approach to teaching pupils with (Jordan & Powell, 1990a, 1990b, 1991), and analyze their application within the normal teaching routine of a specialist school for such pupils. We note the kinds of pedagogical judgment made, and the structures needed by individual pupils to enable them to function as problem solvers. We identify reflection as a key factor in enhancing the potential of pupils as learners and discuss ways of increasing pupils' awareness of their own ways of handling learning situations. The study is set against the background of issues concerned with possibilities of developing a 'theory of mind' in pupils with autism.

The autistic label and its potentially detrimental effect on the child's treatment

This study asks whether adults teach a child labeled "autistic" differently from a child labeled "normal". Twenty undergraduate college students served as student-teachers. Results showed that the student-teachers gave significantly more praise and reward marbles for incorrect responses, as well as significantly less verbal correction, when the child was labeled "autistic". The inference is that such treatment could make it more difficult for the autistic child to acquire new skills.

Preliminary assessment of the Dex Frame for assisting children with specific learning difficulties

A device called the Dex Frame has recently been marketed as an aid for children with specific learning difficulties. Using a test of reading speed and a test of reading accuracy we have attempted to evaluate the device. Two groups of children with learning difficulties were used, one having sole use of the device and being allowed to carry it with them and a second group who only used the device when attending for remedial tuition and assessment. The results show that no significant improvement occurred in reading performance of the groups with learning difficulties using the Dex Frame as compared with a control group. The teachers of the groups did, however, feel that on an individual basis some children (< 10%) expressed that they felt more comfortable using the device.

Academic characteristics of self-identified illiterates

The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.

Long-term outcomes for remedial students

A recent survey of dental schools concluded that current efforts toward remediation are inadequate. A remedial waxing course providing recognition training before production attempts, emphasis on formative self- and peer-evaluation of projects, and application of a highly structured format for ensuring relevant practice had been developed and favorably evaluated previously. The current report follows the progress of two differently trained remedial groups and the remainder of the class in two courses following remediation. On the five subsequent practical examinations analyzed, the experimental group continued to perform at the class mean. On one practical examination, the experimental group significantly outperformed the traditional group (p less than 0.02). For three of the five examinations, the traditional group was significantly outperformed by the class. One of the six students in the experimental group required additional remediation. Of the seven in the traditionally remediated group, one left school and four required additional remediation. An apparent changing remediation pattern in the preclinical training period is described and possible reasons for the change are explored.

Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism

This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.

Effects of self-focus, discrepancy between self and standard, and outcome expectancy favorability on the tendency to match self to standard or to withdraw

Objective self-awareness theory (Duval & Wicklund, 1972) assumes that the intensity of attempts to match self to standard or to withdraw is a function of degree of self-standard discrepancy. Self-regulation theory (Carver & Scheier, 1981) assumes that the decision to match or withdraw is determined by outcome expectancy favorability. Combining these assumptions, it was predicted that increasing self-standard discrepancy would increase efforts to conform self to standard when outcome expectancies are favorable. When unfavorable, increasing discrepancy was predicted to increase efforts to avoid the situation. Results from Experiments 1 and 2 provided partial support for these hypotheses. Results from Experiment 3 suggested that deviations from prediction were due to outcome expectancy favorability being a function of the rate of progress toward discrepancy reduction relative to the magnitude of self-standard discrepancy.