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Family Involvement in Academic Remediation

Family Involvement in Academic Remediation IN INVOLVEMENT FAMILY REMEDIATION ACADEMIC A. Robert Reimondi W. Lockwood Brooke G. Gary Brannigan Susan is a nine and a half fifth student. She was year old, grade referred her school for by elementary principal psychological evaluation to determine the nature and extent of her academic difficulties. From the time she first started Susan had school, difficulty At the time of the referral she was at a third reading. reading two behind her classmates. In Susan grade level, years addition, did not like school and if in class ac- rarely, ever, participated tivities. The school’s at remediation of her attempts problem included both individual in skills to im- tutoring (which reading and homework prove comprehension specific assignments designed to academic had not resulted in improve performance) significant improvement. Identified Problems The initial evaluation included the administration of the Wechsler Scale for Children-Revised Intelligence (WISC-R) Robert A. Reimondi is a in the Intensive Treatment psychologist program at the Vermont State Vermont. Brooke W. Lockwood Hospital, Waterbury, is an alternate care worker at the Lamoille Mental Health County Service, of Vermont. G. is an associate Morrisville, Gary Brannigan professor psy- at the State of New at Platts- chology University York, College http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Family Involvement in Academic Remediation

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References (8)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128101600403
Publisher site
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Abstract

IN INVOLVEMENT FAMILY REMEDIATION ACADEMIC A. Robert Reimondi W. Lockwood Brooke G. Gary Brannigan Susan is a nine and a half fifth student. She was year old, grade referred her school for by elementary principal psychological evaluation to determine the nature and extent of her academic difficulties. From the time she first started Susan had school, difficulty At the time of the referral she was at a third reading. reading two behind her classmates. In Susan grade level, years addition, did not like school and if in class ac- rarely, ever, participated tivities. The school’s at remediation of her attempts problem included both individual in skills to im- tutoring (which reading and homework prove comprehension specific assignments designed to academic had not resulted in improve performance) significant improvement. Identified Problems The initial evaluation included the administration of the Wechsler Scale for Children-Revised Intelligence (WISC-R) Robert A. Reimondi is a in the Intensive Treatment psychologist program at the Vermont State Vermont. Brooke W. Lockwood Hospital, Waterbury, is an alternate care worker at the Lamoille Mental Health County Service, of Vermont. G. is an associate Morrisville, Gary Brannigan professor psy- at the State of New at Platts- chology University York, College

Journal

Academic Therapy – SAGE

Published: Mar 1, 1981

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