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Applying Effective Instructional Strategies for Teaching Dyslexic Students in a Remedial College Algebra Course. (English)
Ann. Dyslexia 45, 143-60 (1995).
This article describes the application of effective instructional practices to the teaching of remedial algebra with dyslexic students at the University of Wisconsin Oshkosh’s Project Success program. Practices involve direct instruction, stranded lesson designs, mastery learning, use of manipulative materials in problem solving, and training in reading mathematical expressions. Evidence of the program’s effectiveness is provided. (ERIC)
Classification: D74
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