ERIC Number: ED407493
Record Type: RIE
Publication Date: 1995
The Learning Disabilities/Lack of Progress Issue.
Connections: A Journal of Adult Literacy, v5 Win 1995
This issue focuses on learning disabilities of adult literacy students. The 11 papers in the journal were developed from research done by the authors at an intensive summer institute in 1994. After an introduction and a description of the summer institute (Martha Merson), the following papers are included: "Lucie: Is She or Isn't She?" (Meryl Robin Becker); "Learning Styles and Their Validity in the ESL Classroom" (Jessica Spohn); "Reaching ESL Students: The Multiple Intelligences Instrument" (Katherine Dullea Hogan); "Using the Multisensory Game 'WORDS'" (Janice Forcellese); "Starting to Read: A Dyslexic Experience" (Ilda Montoya); "The Penalties of Illiteracy for the Non-Reading Detainee" (Betsey Webber); "Developing Educational Self-Esteem" (Lea Campolo); "Learning Abilities" (Lareese Hall); "An Ideal Student's Lack of Progress, or Snowshoveling in Unfamiliar Territory" (Martha Merson); "Finding the Key: The Educational Autobiography and Theory of Multiple Intelligences" (Cara Streck); and "Words to the Curious" (Lindy Whiton). (KC)
Descriptors: Adult Basic Education, Adult Literacy, Adult Students, Cognitive Processes, Dyslexia, English (Second Language), High School Equivalency Programs, Learning Disabilities, Literacy Education, Reading Difficulties, Reading Instruction, Remedial Reading, Second Language Instruction, Teaching Methods, Writing Difficulties, Writing Instruction
Adult Literacy Resource Institute, 989 Commonwealth Avenue, Boston, MA 02215-1308.
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: Boston Mayor's Office of Jobs and Community Services, MA.; Massachusetts State Higher Education Coordinating Council, Boston.; Massachusetts State Dept. of Education, Boston.
Authoring Institution: Adult Literacy Resource Inst., Boston, MA.
Note: Issue prepared by the Boston Inquiry Collaborative on Learning Disabilities and Lack of Progress.