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Issues to consider when helping L D students and their parents resolve problems of secondary to postsecondary transitions.
Reinforcers for use in a contingency management system are outlined and discussed.
The most effective vocabulary instruction approaches are those that involve semantic elaboration and semantic fit; some examples are included in this article.
A review of factors of classroom arrangement that may increase instructional control.
Using dialogue journals with LD students may encourage writing skills and open communication.
A student-directed spelling program is described and its effectiveness is assessed.
Motivating students through public display of finished work is advocated.
A profile of the typical dyslexic student is presented to help school personnel with screening and identification.
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