An Alternative to Basic-Skills Remediation

1996 ◽  
Vol 2 (8) ◽  
pp. 452-458
Author(s):  
Judith E. Hankes
Keyword(s):  
Basic Skills ◽  
Mentally Retarded ◽  
First Grade ◽  
Addition And Subtraction ◽  
Educable Mentally Retarded ◽  
Subtraction Facts

Three students stand out vividly when recalling twenty years of teaching. The first one is Josh, a second grader who hail been labeled as educable mentally retarded by his kindergarten and first-grade teachers. Josh had serious problems with symbols. He could not memorize his addition and subtraction facts, and at times he seemed not to understand that the numeral 7 stood for the quantity seven.

Why Children Have Difficulties Mastering the Basic Number Combinations and How to Help Them

2006 ◽  
Vol 13 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Arthur J. Baroody
Keyword(s):  
Basic Skills ◽  
Learning Difficulties ◽  
Basic Number ◽  
Addition And Subtraction ◽  
Subtraction Facts

How children learn the basic addition and subtraction facts, why many have difficulty mastering these basic skills, and what teachers can do to prevent or overcome these learning difficulties.

Learning Strategies for Addition and Subtraction Facts: The Road to Fluency and the License to Think

2004 ◽  
Vol 10 (7) ◽  
pp. 362-367
Author(s):  
Lisa Buchholz
Keyword(s):  
Learning Strategies ◽  
First Grade ◽  
Second Grade ◽  
First Year ◽  
Mental Computation ◽  
The Road ◽  
Finger Counting ◽  
Addition And Subtraction ◽  
Basic Facts ◽  
Subtraction Facts

Teaching the basic facts seemed like the logical thing to do. Wouldn't a study of the basic facts make mathematics computation much easier for my students in the future? How could I help my students memorize and internalize this seemingly rote information? How could I get rid of finger counting and move on to mental computation? As I embarked on my first year of teaching second grade following many years of teaching first grade, these questions rolled through my head.

The Calculator for Concept Formation: A Clinical Status Study

1981 ◽  
Vol 12 (5) ◽  
pp. 323-338
Author(s):  
Merlyn J. Behr ◽  
Margariete Montague Wheeler
Keyword(s):  
Concept Formation ◽  
Clinical Status ◽  
First Grade ◽  
Affirmative Answer ◽  
Model Counting ◽  
Addition And Subtraction ◽  
One To One ◽  
Subtraction Facts

Kindergarten and first-grade children (N=30) used successive punches of a handheld calculator as a means for counting. Each child was presented 16 tasks in two individually videotaped interviews. Data concerning three questions were obtained: (a) Can children maintain a one-to-one correspondence between successive punches of a handheld calculator count and (i) an oral count, (ii) a manipulation of a set of objects, and (iii) a second calculator count?, (b) How do children account for an experimenter induced discrepancy in each of these correspondences?, and (c) With a calculator can children model counting strategies known to be used to process basic addition and subtraction facts? Data suggest an affirmative answer to each question. The authors conclude that it may be possible to facilitate a child's acquisition of addition and subtraction concepts by using the calculator to augment counting behaviors.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1

1988 ◽  
Vol 66 (3) ◽  
pp. 1013-1014
Author(s):  
Joe M. Blackbourn
Keyword(s):  
Mentally Retarded ◽  
Positive Influence ◽  
Self Concept ◽  
Preschool Experience ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

The Effect of Group Counseling on Educable Mentally Retarded Boys’ Self Concepts

1969 ◽  
Vol 35 (5) ◽  
pp. 359-366 ◽  
Author(s):  
Philip H. Mann ◽  
James D. Beaber ◽  
Milton D. Jacobson
Keyword(s):  
Group Counseling ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Control Groups ◽  
Mentally Handicapped ◽  
Significant Difference ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Significant Factors

The effects of group counseling on the self concepts of young educable mentally handicapped boys were studied, along with the variables of anxiety, deportment and achievement in reading and arithmetic as rated by teachers, attendance, IQ, and age. Results indicated that those who received group counseling tended to exhibit greater improvement in self concept, more reduction in anxiety, and better grades in deportment and the academic subjects of reading and arithmetic, than those who did not receive the counseling. No significant difference was found between experimental and control groups in attendance. Age and IQ were not found to be significant factors in the counseled group.

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