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The Community College Research Center has found that accelerating a student's remedial English requirements resulted in a higher likelihood of students completing their remedial sequences, a higher likelihood of enrolling in college-level English courses and a higher likelihood of students receiving a 'C' or better in the college-level course. [41]
Stillman's first book, Training Children to Study; Practical Suggestions, was published in 1928. [13] The first edition of The Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship , (originally "The Alphabetic Method") was written by Gillingham and Stillman, and published in 1936. [ 14 ]
David Bartholomae was a professor of English and chair of the English Department at the University of Pittsburgh.Bartholomae's most-referenced publication about BW is the book chapter "Inventing the University", in which he unpacks the audience and purpose of writing for the academy, particularly from the perspective of students new to this discourse community.
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
Wilhelmina Marguerita Crosson (April 26, 1900 – May 28, 1991) was an educator and school administrator known for her innovative teaching methods. One of the first African-American female schoolteachers in Boston, she developed the city's first remedial reading program in 1935, and was an early advocate of black history education.
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The Community College Research Center (CCRC) is an independent research center that studies two-year colleges and open-access four-year institutions in the United States. . Its researchers use qualitative and quantitative methods to assess programs, policies, and reforms in areas including remedial education, academic advising, institutional effectiveness, and college transf
She noted that much of the discrepancies in the students' incoming test scores lies in lack of effort and motivation. Pointing out that some of these “remedial” students come from privileged backgrounds, she argued that the problem cannot be a mere matter of the school system failing to reach the underprivileged.