Intended for teachers of the English language arts, the articles in this issue offer suggestions and techniques for teaching the low level achiever. Titles and authors of the articles are as follows: (1) "A Point to Ponder" (Rachel Martin); (2) "Tracking: A Self-Fulfilling Prophecy of Failure for the Low Level Achiever" (James Christopher Davis); (3) "Improving the Slow Learner and Inter-School Relations" (Georgianna G. Clark); (4) "Teaching Low-Achieving Students: Motivation for Success" (M. Kay Alderman); (5) "Bored Students? Try Board Games!" (Miriam de la Iglesia); (6) "Nurturance of Creativity" (Carol Wolf); (7) "Protecting the Slow Learner" (Georgianna G. Clark); (8) "Remedial C.A.I." (Claire Redmond); (9) "College Survival: How it Works" (Helen H. Pierson); (10) "Not Until They Know They Do Not Know" (Robert L. Wilson); (11) "Individualizing Composition Instruction through CAI Commentary Programs" (Leigh Holmes); (12) "The Example of Gargantua: Low-Level Achiever to Model Student" (Veena Kasbekar); (13) "Good Hunting: A Look at the Writing of Learning Disabled Children" (John Aylesworth); (14) "Releasing the Reluctant Writer: Attempts at Myth-Breaking and a Friendly Assault on the Mountain of Our Own Fears" (June Langford Berkley); (15) "Motivational Strategies for Low Level for Achievement Students" (Maria Di Tommaso); (16) "New Problems Need New Solutions" (Susan Archer); and (17) "Tutoring the Reluctant Learner" (Elaine A. Vacha). (HOD)