At-Risk Learners
Greetings. The following materials are intended to provide an introduction to At-Risk Learners. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Fang Fang
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Learning Skills for At-Risk Middle Grade Students
The Center for Research on At-Risk Students
Pathways to School Improvement: At-Risk Children and Youth
Issue Focus: At-Risk Teens from The Urban Institute
Effective Schooling Practices and At-Risk Youth: What the Research Shows
Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing
National Dropout Prevention Center/Network
Turning It Around for All Youth: From Risk to Resilience. ERIC/CUE Digest, Number 126
Tools for Schools. School Reform Models Supported by the National Institute on the Education of At-Risk Students
Compendium of School-Based and School-Linked Programs for Pregnant and Parenting Adolescents
Citations from the ERIC Database
AN: EJ631837
AU: Matamoros,-Angelica-L.; Lieberman,-Mary-G.; Morris,-John-D.;Turner,-Shari-F.
TI: Effects of Curriculum Course Modifications on the Science Achievement of At-Risk Science Students.
PY: 2001
SO: Journal-of-At-Risk-Issues; v7 n2 p41-47 Win-Spr 2001.
DEM: *Academic-Accommodations-Disabilities; *Curriculum-Development; *High-Risk-Students; *Interdisciplinary-Approach; *Science-Achievement; *Science-Instruction
DER: Secondary-Education; Secondary-School-Science; Teaching-Methods
AB: Compared the effectiveness of an interdisciplinary dropout prevention science course with a traditional dropout prevention course. Analyses of process and recall skills from the district's science achievement tests revealed significant differences in academic performance for curriculum type, gender, and race/ethnicity, with no significant interactions. Students in the interdisciplinary course performed significantly better overall than students in the traditional course. (SM)
AN: EJ631829
AU: Worrell,-Frank-C..
TI: The Reliability and Utility of Self-Concept Instruments with At-Risk Populations.
PY: 2000
SO: Journal-of-At-Risk-Issues; v7 n1 p31-41 Sum-Fall 2000.
DEM: *High-Risk-Students; *Self-Concept
DER: College-Students; Dropouts-; High-School-Graduates; High-School-Students; Higher-Education; Minority-Group-Children; Nontraditional-Education; Research-Methodology; Secondary-Education; Test-Reliability; Urban-Schools
AB: Addressed the internal consistency coefficients of scores on self-concept and other composites in different risk groups and the relationship between self-concept variables and variables measuring behavioral and psychological functioning. Scores from at-risk high school graduates and dropouts and not-at-risk students indicated that the reliability coefficients of subscale scores differed considerably by subgroup. (SM)
AN: EJ628767
AU: Heymann,-S.-Jody; Earle,-Alison
TI: Low-Income Parents: How Do Working Conditions Affect Their Opportunity To Help School-Age Children at Risk?
PY: 2000
SO: American-Educational-Research-Journal; v37 n4 p833-48 Win 2000.
NT: Research supported by the William T. Grant Foundation, the National Institute of Child Health and Human Development, and the Canadian Institute for Advanced Research.
DEM: *Flexible-Working-Hours; *High-Risk-Students; *Low-Income-Groups; *Parent-Participation; *Parents-; *Work-Environment
DER: Behavior-Problems; Elementary-Secondary-Education; Family-Work-Relationship; Longitudinal-Studies
AB: Examined the working conditions faced by parents who has at least one child in need of help for educational or behavioral problems using data for 1,878 families from the National Longitudinal Survey of Youth-Mother and Child Survey. Data show that low-income parents often lack the paid leave and flexibility they need to help children with educational and behavioral problems. (SLD)
AN: EJ571921
AU: Johnson,-Genevieve-Marie
TI: Principles of Instruction for At-Risk Learners.
PY: 1998
SO: Preventing-School-Failure; v42 n4 p167-74 Sum 1998
DT: Guides-Non-classroom (055); Journal-Articles (080)
DE: *Academic-Achievement; *Educational-Principles; *High-Risk-Students; *Prevention-; *Teaching-Methods
DE: Cognitive-Style; Cooperative-Learning; Elementary-Secondary-Education; Individualized-Instruction; Parent-Participation; Reinforcement-; Self-Control; Self-Determination; Teacher-Expectations-of-Students; Teacher-Role; Vocabulary-
AB: Lists 20 basic instructional principles for increasing academic success of at-risk learners, including maintaining high expectations, administering praise, using learning technologies, teaching learning strategies, accommodating learning styles, teaching vocabulary directly, establishing an experiential base for learning, encouraging cooperative learning, teaching self-monitoring, providing creative opportunities, and facilitating parental involvement. (CR)
AN: EJ569659
AU: Ward,-Sandra-B.; Pelco,-Lynn-E.; Landrum,-Mary-S.
TI: Getting Noticed: An Alternative, Multi-Component Assessment Model for Identifying Gifted PreschoolLearners in At-Risk Populations.
PY: 1998
SO: Journal-of-At-Risk-Issues; v4 n2 p38-44 Win-Spr 1998
DT: Journal-Articles (080); Reports-Descriptive (141)
DE: *Academically-Gifted; *Educational-Assessment; *High-Risk-Students; *Preschool-Children; *Talent-Identification
DE: Curriculum-Based-Assessment; Early-Intervention; Intelligence-Tests; Models-; Preschool-Education;Program-Effectiveness; Test-Use
AB: Describes an alternative, multicomponent assessment model that increases the probability of early identification of at-risk children who demonstrate the potential to be gifted. The model combines the use of traditional intelligence tests with nontraditional assessment strategies,including behavioral observations and curriculum-based assessment. (SLD)
AN: EJ566174
AU: Austin,-Patricia
TI: In the Shadow of Expectation: Teachers and Learners at Risk.
PY: 1998
SO: Clearing-House; v71 n4 p214-16 Mar-Apr 1998
DT: Journal-Articles (080); Reports-Descriptive (141)
DE: *At-Risk-Persons; *Teacher-Student-Relationship
DE: Educational-Environment; Educational-Philosophy; Intermediate-Grades; Junior-High-Schools; Teacher-Burnout; Teacher-Motivation
AB: Tells the story of a teacher and a student who connected in a sixth-grade reading lab, but who both became "at-risk" in middle school. Discusses how both were at-risk, and possible explanations and answers. (SR)
AN: EJ561678
AU: Gullatt,-David-E.; Lofton,-Brenda-D.
TI: Helping At-Risk Learners Succeed: A Whole-School Approach to Success. Window with a View.
PY: 1998
SO: Schools-in-the-Middle; v7 n4 p11-14,42-43 Mar-Apr 1998
DT: Journal-Articles (080); Reports-Descriptive (141)
DE: *High-Risk-Students; *Holistic-Approach; *Student-Improvement
DE: Academic-Failure; Cooperative-Learning; Educational-Technology; Intermediate-Grades; Intervention-; Junior-High-Schools; Mentors-; Middle-Schools; Prevention-; Program-Descriptions; Whole-Language-Approach
AB: Maintains that school failure can be prevented if at-risk students are provided with a coordinated set of interventions. Presents recommendations for principals and teachers and describes several successful programs that promote at-risk student learning, including cooperative learning, mentorships, instructional technology, and the whole-language approach. (KB)
AN: ED415499
AU: Sanacore,-Joseph
TI: Encouraging All Children, Including At-Risk Learners, To Make Choices about Their Literacy Learning.
PY:1998
PR: EDRS Price MF01/PC01 Plus Postage.
DT: Reports-Descriptive (141)
DE: *High-Risk-Students; *Reading-Aloud-to-Others; *Reading-Material-Selection
DE: Audiotape-Recordings; Classroom-Environment; Classroom-Techniques; Elementary-Education; Reading-Habits; Student-Empowerment
AB: At-risk students and their nondisabled peers profit from opportunities to make choices about their literacy learning. While not a panacea, experiencing self-determination in school empowers students in ways that will last a lifetime. Literacy educators can encourage a positive momentum in this direction by demonstrating how to select reading materials; providing time during the school day for reading immersion; engaging in read-alouds to expose students to a wider variety of resources than they would experience in their own; and using teacher-made and commercially prepared tape recordings of books. These strategies set the stage for learners to experience success, as they pursue a sense of self-determination. (Contains 14 references and a 10-item list of works of children's literature cited.) (RS)
AN: ED409695
AU: Williams,-Christine-A.
TI: Genetic Wild Card: A Marker for Learners at Risk.
CS: Grand Valley State Colleges, Grand Rapids, MI. Graduate School of Education.
PY: 1997
NT: Master's Thesis, Grand Valley State University.
PR: EDRS Price MF01/PC03 Plus Postage.
DT: Dissertations-or-Theses-Masters-Theses (042); Guides-Non-classroom (055); Information-Analyses-General (070)
DE: *Autism-; *Cognitive-Processes; *Gifted-; *High-Risk-Students; *Learning-Disabilities; *Student-Characteristics
DE: Brain-Hemisphere-Functions; Communication-Problems; Creativity-; Educational-Strategies; Elementary-Secondary-Education; Genetics-; Parent-Education; Perception-; Personal-Autonomy; Student-Needs
AB: This paper surveys past and current theories about the workings of the mind, current brain research and psychological applications of non-linear dynamics. Parallels are drawn between the world of high-functioning autism, gifted individuals with learning disabilities, and aspects of genius. An organizing theory is presented, which includes these three groups as well as a broader population. Recommendations for educating students with different characteristics are made. Chapter 1 addresses brain hemispheric preferences, defines characteristics of the left and right hemispheres of the brain, and discusses learning style theory, multiple intelligences, the Triune Brain Theory, the Somatic Marker theory, how neurons work, and chaos concepts. Chapter 2 discusses the common ground between individuals with high-functioning autism, giftedness and learning disabilities, and genius characteristics. High intelligence, uneven skill development, perceptual anomalies, and difficulties in communication are highlighted common characteristics. Family traits and genetic links are also discussed. The final chapter uses the qualities of self-mastery, the need to invent, and the ability to communicate to classify different types of individuals. Separate lists of educational strategies to address these differences are provided for students, parents, teachers, and administrators. (Contains 44 references.) (CR)
AN: EJ544225
AU: Gutknecht,-Bruce-A.; Gutknecht,-Constance-D.
TI: Challenging At-Risk/Resilient Learners: Alternatives to Minimal Level Literacy Instruction.
PY: 1997
SO: Reading-Improvement; v34 n1 p8-21 Spr 1997
DT: Opinion-Papers (120); Guides-Classroom-Teacher (052); Journal-Articles (080)
DE: *Classroom-Techniques; *High-Risk-Students; *Student-Characteristics
DE: Critical-Thinking; Curriculum-Design; Elementary-Secondary-Education; Thematic-Approach; Thinking-Skills
AB: Notes that American public education is challenged with large numbers of students at-risk and quite diverse curricular approaches advocated by various educational decision makers. Presents perspectives on instruction and explores the current curricular focus on critical/creative approaches including the use of integrated thematic units and academically challenging learning activities. (RS)
AN: EJ542686
AU: Sparks,-Richard-L.; and-others
TI: Foreign Language Proficiency of At-Risk and Not-At-Risk Learners over 2 Years of Foreign Language Instruction: A Follow-Up Study.
PY: 1997
SO: Journal-of-Learning-Disabilities; v30 n1 p92-98 Jan-Feb 1997
DT: Journal-Articles (080); Reports-Research (143)
DE: *High-Risk-Students; *Language-Proficiency; *Multisensory-Learning; *Second-Language-Instruction
DE: Followup-Studies; High-Schools; Instructional-Effectiveness; Language-Aptitude; Phonology-; Second-Language-Learning
AB: Seven sophomores at risk for problems with learning a foreign language were taught using a multisensory structured language approach. Over two years, they made significant gains on native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, the students did not catch up with typical students on these measures. (Author/CR)
AN: EJ530451
AU: Manning,-M.-Lee; Baruth,-Leroy-G.
TI: Learners at Risk: Three Issues for Educators.
PY: 1996
SO: Clearing-House; v69 n4 p239-41 Mar-Apr 1996
NT: Special section: Young Adolescents at Risk.
DT: Opinion-Papers (120); Journal-Articles (080)
DE: *High-Risk-Students; *Teacher-Student-Relationship
DE: Elementary-Secondary-Education
AB: Discusses three unresolved issues regarding at-risk students: educators and parents often blame at-risk students for their problems; all students demonstrate at-risk conditions at some time; and schools actually contribute to students being at risk. (SR)
AN: EJ525799
AU: Klesius,-Janell-P.; Griffith,-Priscilla-L.
TI: Interactive Storybook Reading for At-Risk Learners.
PY: 1996
SO: Reading-Teacher; v49 n7 p552-60 Apr 1996
DT: Reports-Evaluative (142); 141; Guides-Classroom-Teacher (052); Journal-Articles (080)
DE: *Beginning-Reading; *High-Risk-Students; *Kindergarten-; *Kindergarten-Children; *Reading-Aloud-to-Others; *Teacher-Student-Relationship
DE: Class-Activities; Primary-Education; Program-Implementation
AB: Identifies the characteristics of "lapreading" in parent-child dyads. Describes the authors' implementation of interactive storybook reading routines with kindergarten children, including the components of lapreading that emerged, and explains what they learned about the use of interactive storybook reading in kindergarten classrooms. (SR)
AN: EJ523502
AU: Bergeron,-Bette-S.; and-others
TI: Language Development and Thematic Instruction: Supporting Young Learners at Risk.
PY: 1996
SO: Childhood-Education; v72 n3 p141-45 Spr 1996
DT: Guides-Classroom-Teacher (052); Reports-Descriptive (141); Journal-Articles (080)
DE: *Childrens-Literature; *Language-Acquisition; *Language-Teachers; *Preschool-Teachers; *Thematic-Approach
DE: Class-Activities; Early-Childhood-Education; Integrated-Activities; Kindergarten-; Kindergarten-Children; Learning-Activities; Vocabulary-Development
AB: A kindergarten teacher and a language development teacher collaborated in using a thematic literature activity, in which kindergartners focused on a book which was read to them, discussed it, and engaged in related dramatic play; discussed feelings and drew pictures; and recalled earlier sessions of the activity. The kindergarten teacher extended the activity into other activities of the class. (BC)
AN: ED402788
AU: Schneider,-Elke
TI: Teaching Foreign Languages to At-Risk Learners. ERIC Digest.
CS: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.
PY: 1996
AV: ERIC/CLL, 1118 22nd Street N.W., Washington, DC 20037.
PR: EDRS Price MF01/PC01 Plus Postage.
DT: Information-Analyses-ERIC-IAP's (071)
DE: *Grammar-; *High-Risk-Students; *Learning-Disabilities; *Morphology-Languages; *Phonology-; *Second-Language-Instruction; *Teaching-Methods
DE: Elementary-Secondary-Education; German-; Language-Patterns; Metacognition-; Second-Language-Learning; Vocabulary-Development
AB: This digest introduces a specialized approach to teaching at-risk students a foreign language. In the dyslexia literature, the approach is referred to as "multisensory structured language." Because the methodology places a strong emphasis on the metacognitive aspects of language in both native and foreign language instruction, the term "multisensory, structured, metacognitive language instruction" (MSML) is used to address at risk students' weaknesses in recognizing linguistic rules and structure patterns, which are necessary tools for becoming independent users of a foreign language. The approach involves the students in learning to access their linguistic knowledge and the instructor in facilitating metacognitive thought processes. MSML instruction is multisensory, structured, explicit, cumulative, metacognitive, highly repetitive, phonetic, alphabetic, and analytic/synthetical. Each 45- to 60-minute lesson focuses on one of the following rule systems: phonology/orthography, grammar, or vocabulary/morphology. These lessons are discussed in detail, and sample exercises are provided. (Author/JL)
AN: ED396228
AU: Hudley,-Cynthia
TI: Educational Alternatives for At-Risk Adolescent Learners: Two Case Examples.
PY:1996
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
PR: EDRS Price MF01/PC02 Plus Postage.
DT: Speeches-or-Meeting-Papers (150); Reports-Research (143)
DE: *Academic-Achievement; *Adolescents-; *Classroom-Environment; *High-Risk-Students; *Teacher-Attitudes; *Teacher-Student-Relationship
DE: Educational-Objectives; Junior-High-School-Students; Remedial-Programs; Secondary-Education; Teacher-Expectations-of-Students; Teacher-Influence
AB: Researchers have long sought to enhance the academic achievement of low income, minority children. To understand adolescents' achievement motivation and persistence, investigations must focus on both the contexts of achievement and the characteristics of adolescent participants. In line with this aim, this study investigated a group counseling class and a remedial math class in a junior high school. Measures of adolescents' (n=47) perceived competence and intrinsic motivation, as well as teacher interviews, comprised the data sources. Using a social-cognitive framework, the analyses identified program characteristics and teacher beliefs and practices in each classroom that correlated with perceived competence and intrinsic motivation. Differences in levels of intrinsic motivation and competence beliefs among adolescents in the two classrooms were accompanied by differences in the teachers' instructional and disciplinary strategies and in their underlying beliefs. Program characteristics also differed. The effects of the differences are discussed in terms of cognitive mediators of motivations, tracking effects, and the unique educational needs of adolescent learners who are at risk for school failure. Four tables present interview questions and statistical analysis. Contains 21 references. (Author/RJM)
AN: EJ500104
AU: Hodges,-V.-Pauline
TI: Teaching Writing to At-Risk Students in a Rural High School.
PY: 1995
JN: Rural-Educator; v16 n2 p28-31 Win 1994-95
AV: UMI
DE: Career-Education; Elementary-Secondary-Education; High-Schools; High-School-Students; Interdisciplinary-Approach; Portfolio-Assessment; Rural-Schools; Writing-Composition; Writing-Improvement
DE: *High-Risk-Students; *Learning-Strategies; *Teaching-Methods; *Writing-Assignments; *Writing-Instruction
AB: A teacher describes strategies for improving writing skills of rural at-risk high school students including writing stories for kindergarten students; developing portfolios that include descriptive, expository, and persuasive pieces; and participating in a career development unit that incorporates writing assignments. Students also learn to find information in the library, through interviews, and through computer searches. (LP)
AN: EJ494795
AU: Guskey,-Thomas-R.; And-Others
TI: Mastery Learning in the Regular Classroom: Help for At-Risk Students with Learning Disabilities.
PY: 1995
JN: TEACHING-Exceptional-Children; v27 n2 p15-18 Win 1995
AV: UMI
DE: Elementary-Secondary-Education; High-Risk-Students; Teaching-Methods
DE: *Individualized-Instruction; *Instructional-Effectiveness; *Learning-Disabilities; *Mainstreaming-; *Mastery-Learning
AB: Mastery learning offers a way for teachers to offer individualized instruction to students and to help more of their students be successful in learning. Practical implications of using the mastery learning approach are described, followed by evidence of its effectiveness. (JDD)
AN: ED376262
AU: Morrow-Pretlow,-Tharyll-W.
TI: Using Rap Lyrics To Encourage At-Risk Elementary Grade Urban Learners To Read for Pleasure.
PY: 1994
NT: 55 p.; Ed.D. Practicum, Nova Southeastern University.
PR: EDRS Price - MF01/PC03 Plus Postage.
DE: Elementary-Education; Positive-Reinforcement; Pretests-Posttests; Program-Evaluation; Reading-Habits; Reading-Interests; Relevance-Education; Teaching-Methods
DE: *Elementary-School-Students; *High-Risk-Students; *Music-Activities; *Reading-Achievement; *Reading-Instruction; *Recreational-Reading
AB: This practicum was developed to encourage the at-risk urban elementary school student to read for pleasure daily. Participants listened to their favorite rap songs, wrote lyrics for their own rap songs, and then read the lyrics as a text. The practicum was performed in a neighborhood community recreation center that serves urban students from local elementary schools receiving Chapter 1 services and funds. Fifteen students from grades 2 through 6 were identified as at-risk and targeted for the program because they were at least two grade levels below national norms. Interviews with these students indicated that they did not enjoy reading or writing and never did either for pleasure. A review of the literature had suggested to the author that rap music might provide a key to literacy for these students. After writing their songs, students were asked to retell their messages and to read a self-selected book relating to their personal raps. For a variety of reasons, only 6 of the 15 completed the program, but students who did complete the program showed increased pleasure in reading. Increased reading proficiency was reflected in the grades of five of the six. Two appendixes contain the student survey and interview questions. (Contains 32 references.) (SLD)
AN: ED365936
AU: Wood,-Karen-D., Ed.; Algozzine,-Bob, Ed.
TI: Teaching Reading to High-Risk Learners: A Unified Perspective.
PY: 1994
AV: Allyn and Bacon, 200 Old Tappan Rd., Old Tappan, NJ 07675 ($39.95).
NT: 375 p.
PR: Document Not Available from EDRS.
DE: Cooperative-Learning; Elementary-Secondary-Education; Regular-and-Special-Education-Relationship; Theory-Practice-Relationship
DE: *High-Risk-Students; *Reading-Instruction; *Reading-Research; *Student-Characteristics; *Student-Evaluation; *Teaching-Methods
AB: Merging the related but typically distant fields of reading education and special education, this book is for teachers, teacher educators, and administrators at all grade levels and in all subject areas who want to know what the fields of reading and special education say about teaching and reaching high-risk learners. Chapters in the book discuss current research, theories, and practices to present a balanced view of students at risk in reading and how they can be taught. Chapters of the "Overview and Research" section are: (1) "Reading and Special Education in the Twenty-First Century: Time to Unify Perspectives" (Bob Algozzine and Karen D. Wood); (2) "Providing Reading Instruction to Mildly Disabled Students: Research into Practice" (Linda P. Blanton and William E. Blanton); and (3) "What Research in Special Education Says to Reading Teachers" (Lawrence J. O'Shea and Dorothy J. O'Shea). Chapters in the "Characteristics of High-Risk Learners" section are: (4) "Changes in the Identification and Instruction of High-Risk Readers" (Mary Beth Marr and Richard L. Allington); and (5) "Characteristics of Students with Disabilities and How Teachers Can Help" (John Beattie). Chapters in the "Current Views of Assessment" section are: (6) "What Research in Special Education Assessment Says to Reading Teachers" (Susan S. Evans and others); and (7) "Current Practices in Reading Assessment" (James F. Baumann and Bruce A. Murray). Chapters in the "Effective Practices for High-Risk Learners" section are: (8) "Teacher Effectiveness Research into Reading Practice" (Dorothy J. O'Shea); (9) "Reading Recovery: Widening the Scope of Prevention for Children at Risk of Reading Failure" (Janet S. Gaffney); (10) "Instructional Techniques for Making Subject Area Materials More Comprehensible for Readers at Risk" (Robert B. Cooter, Jr., and D. Ray Reutzel); (11) "Peer-Mediated Instruction for High-Risk Students" (Larry Maheady and others); (12) "Motivating High-Risk Learners to Think and Act as Writers" (Nancy Farnan and others); (13) "Using Cooperative Learning to Meet the Needs of High-Risk Learners" (Karen D. Wood and Bob Algozzine); and (14) "Teaching Reading to High-Risk Learners in the Twenty-First Century" (Karen D. Wood and Bob Algozzine). (RS)
AN: ED350813
AU: Idol,-Lorna
TI: Special Educator's Consultation Handbook. Second Edition.
PY: 1993
AV: PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78758-6897 (Order No. 5193, $36).
NT: 349 p.
PR: Document Not Available from EDRS.
DE: Academic-Failure; Educational-Cooperation; Elementary-Secondary-Education; High-Risk-Students; Inservice-Teacher-Education; Intervention-; Outcomes-of-Education; Resource-Room-Programs; Staff-Development; Student-Evaluation; Teaching-Methods; Tutoring-
DE: *At-Risk-Persons; *Classroom-Techniques; *Consultants-; *Mild-Disabilities; *Regular-and-Special-Education-Relationship; *Resource-Teachers
AB: This book is written primarily for special educators who offer resource and consultation support for students with mild handicaps and students at risk for school failure. Examples of consultation projects implemented and evaluated in the field are used to illustrate principles of effective consultation. Suggestions and guidelines are provided for performing classroom and curriculum-based assessments, implementing classroom-based instructional and management systems, and generating successful student outcomes through effective collaborative consultative support. Specific types of consulting projects addressed inclu
DE: behavior and academic problems solved in a resource setting and then systematically implemented in regular classes; behavior and academic problems solved within the general education classroom; home tutoring and child management projects implemented by parents, consulting teachers and classroom teachers working together; and examples of different varieties of staff development provided for groups of teachers by consulting teachers. (PB)
AN: ED363402
AU: Yungmann,-Janet
TI: Early Identification and Interventions for Elementary Students at Risk of Not Succeeding in School.
PY: 1993
NT: 109 p.; Ed.D. Major Applied Research Project Report, Nova University.
PR: EDRS Price - MF01/PC05 Plus Postage.
DE: Attendance-; Class-Size; Curriculum-; Elementary-Education; Questionnaires-; Teaching-Methods
DE: *Academic-Achievement; *Dropout-Prevention; *Early-Intervention; *Elementary-School-Students; *High-Risk-Students; *Identification-
AB: This project described methods of early identification and implementation of various interventions used to increase achievement of students at risk in grades three, four, and five at John D. Floyd Elementary School in Spring Hill, Florida. The 51 children who qualified for and were enrolled in the dropout prevention program had achievement scores below national and state norms. Possible causes of the low achievement scores included poor attendance, retention, inconsistent time on task, inappropriate teaching strategies, large class size, inadequate material, nonsequenced curriculum, and unstructured computer instructional time. Individual education plans were designed for children and interventions included curriculum revision, specific teaching strategies related to individual needs, increased use of technology and manipulatives to reinforce instruction, positive reinforcement of lessons, consistent disciplinary practices with rewards, and guidance activities to develop self-image. After implementation of the program the achievement scores of the targeted students increased. Eleven appendixes provide copies of: (1) suggested criteria for identification of students; (2) additional criteria; (3) an alternative program statement of eligibility; (4) an opportunity matrix; (5) a parent current status survey; (6) a teacher survey; (7) a parent evaluation survey; (8) a dropout prevention program checklist; (9) a student behavior contract; (10) a program statement of eligibility; and (11) student assessment results. Contains 31 references. (MDM)
AN: EJ474774
AU: Deshler,-Donald-D.; Schumaker,-Jean-B.
TI: Strategy Mastery by At-Risk Students: Not a Simple Matter.
PY: 1993
JN: Elementary-School-Journal; v94 n2 p153-67 Nov 1993
AV: UMI
NT: Special Issue: Strategies Education.
DE: Educational-Principles; Educational-Research; Elementary-Secondary-Education; Special-Education
DE: *High-Risk-Students; *Learning-Disabilities; *Learning-Strategies; *Teaching-Methods
AB: Reviews research on learning strategies instruction that has been conducted on students with learning disabilities. Outlines instructional principles on how to teach learning strategies to at-risk students, according to which teachers should teach prerequisite skills before strategy instruction begins; teach regularly and intensively; emphasize personal effort; require mastery; emphasize covert processing; and emphasize generalization. (MDM)
AN: EJ459507
AU: McLaughlin,-T.-F.; Vacha,-Edward-F.
TI: School Programs for At-Risk Children and Youth: A Review.
PY: 1992
JN: Education-and-Treatment-of-Children; v15 n3 p255-67 Aug 1992
AV: UMI
DE: Educational-Practices; Elementary-Secondary-Education; Intervention-; Models-; Special-Education; Special-Programs
DE: *High-Risk-Students; *Instructional-Effectiveness; *Program-Effectiveness; *Special-Needs-Students; *Teaching-Methods
AB: A review of the literature regarding programs that assist the at-risk student found both pull-out and in-class models. Common elements of pull-out programs included such services as tutoring, skill-based structured instruction, and homework hot lines. In-class procedures included classwide peer tutoring, direct instruction, and cooperative learning. (DB)
AN: EJ457529
AU: Lowe,-David-W.; And-Others
TI: Whole Language for At-Risk Readers.
PY: 1992
JN: Preventing-School-Failure; v37 n1 p14-18 Fall 1992
AV: UMI
DE: Elementary-Education; High-Risk-Students; Student-Characteristics
DE: *Reading-Difficulties; *Reading-Instruction; *Teaching-Methods; *Whole-Language-Approach
AB: This article identifies the student at risk in reading, defines whole language philosophy, and gives examples of whole language instructional strategies that address the needs of the at-risk reader. These strategies include teacher modeling of reading and writing, student choice of reading materials, providing time to read, and developing thematic units. (JDD)
AN: EJ454660
AU: Duttweiler,-Patricia-Cloud
TI: Engaging At-Risk Students with Technology.
PY: 1992
JN: Media-and-Methods; v29 n2 p6-8 Nov-Dec 1992
AV: UMI
DE: Community-Involvement; Computer-Assisted-Instruction; Elementary-Secondary-Education; Individualized-Instruction; Optical-Data-Disks; Parent-Participation
DE: *Educational-Technology; *High-Risk-Students; *Teaching-Methods
AB: Educational technology can be used to engage students in interesting activities through which teachers can present skills, concepts, and problems to be solved. At-risk students benefit from the investigation of relevant real world problems and the immediate feedback and privacy that technology affords. (EA)
AN: EJ450011
AU: Mercer,-Cecil-D.; Miller,-Susan-P.
TI: Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts.
PY: 1992
JN: Remedial-and-Special-Education-(RASE); v13 n3 p19-35,61 May-Jun 1992
AV: UMI
DE: Curriculum-Development; Elementary-Secondary-Education; Instructional-Effectiveness; Mathematics-Achievement; Problem-Solving
DE: *High-Risk-Students; *Learning-Disabilities; *Mathematics-Curriculum; *Mathematics-Instruction; *Teaching-Methods
AB: Ten research-supported instructional components are presented for promoting mathematics achievement in students with learning problems. A curriculum (Strategic Math Series) found to be effective in teaching students with learning problems to acquire and understand basic facts and apply them in problem-solving activities is described. (Author/JDD)
AN: EJ448394
AU: Marlow,-Leslie; Reese,-Diane
TI: Strategies for Using Literature with At-Risk Readers.
PY: 1992
JN: Reading-Improvement; v29 n2 p130-32 Sum 1992
AV: UMI
DE: Elementary-Education
DE: *High-Risk-Students; *Reading-Instruction; *Teaching-Methods
AB: Discusses four literature-based instructional strategies effective with at-risk middle elementary students (Assisted Cloze Procedure, Directed Listening Comprehension Activity, Directed Listening Vocabulary Activity, and Focused Rereading Activity). (SR)
AN: EJ444504
AU: Maheady,-Larry; And-Others
TI: Accommodating Cultural, Linguistic, and Academic Diversity: Some Peer-Mediated Instructional Options.
PY: 1991
JN: Preventing-School-Failure; v36 n1 p28-31 Fall 1991
AV: UMI
DE: Cultural-Differences; Cultural-Pluralism; Elementary-Secondary-Education; Teamwork-
DE: *Group-Discussion; *Heterogeneous-Grouping; *High-Risk-Students; *Peer-Teaching; *Teaching-Methods; *Tutoring-
AB: This paper calls for development of powerful instructional strategies that will enable teachers to educate students with wide-ranging abilities and backgrounds in integrated settings. Three peer-mediated instructional procedures that have been used with at-risk students are described: classwide peer tutoring, classwide student tutoring teams, and numbered heads together. (JDD)
AN: ED347989
AU: George,-Robert-G.; Antes,-Richard-L.
TI: Thirty Teaching Strategies Used by Teachers of At-Risk Students.
PY: 1992
NT: 9 p.; In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706.
PR: EDRS Price - MF01/PC01 Plus Postage.
DE: Elementary-Secondary-Education; National-Surveys; School-Surveys
DE: *High-Risk-Students; *Instructional-Effectiveness; *Teacher-Attitudes; *Teaching-Methods; *Use-Studies
AB: In 1989-90 Phi Delta Kappa conducted a national survey in approximately 100 communities in North America which involved 100 schools at each of the elementary, junior high, and high school levels. The data collected from the teacher survey were analyzed at Indiana State University. Approximately 9,259 teachers (2,078 elementary, 2,822 junior high, and 4,359 senior high school) reported strategies they regularly used with at-risk students. The questionnaire also collected information necessary to develop a profile of the typical teacher, i.e., white, female, 41 years of age, and holding a bachelor's degree. The average length of teaching experience reported by teachers was 16 years, with 6.5 years at their current school. Teachers were asked to indicate which of the 30 teaching strategies listed on the questionnaire they used and to rank the effectiveness of each strategy. Analyses of the responses indicated that eight strategies received a 75% or higher use at the elementary level, while five strategies received this level of use in the junior and senior high schools. All three school levels reflected 92% or above use of two strategies--notify parents and confer with parents. The eight strategies that appeared in the top 10 in terms of effectiveness for all three levels--though not necessarily in the same order of importance--were individualized instruction, special teachers, more time on basic skills, smaller classes, emphasize thinking skills, special education, special study skills, and emphasize coping skills. The strategies reported as the least effective included computerized instruction, before school programs, extra homework, restriction from sports, grade retention, elimination of art and music, and saying "leave at age 16." Three tables display the results of the analysis for all 30 strategies at each level. (BBM)
AN: ED356304
AU: Means,-Barbara, Ed.; And-Others
TI: Teaching Advanced Skills to At-Risk Students. Views from Research and Practice. Jossey-Bass Education Series.
CS: SRI International, Menlo Park, Calif.
PY: 1991
AV: Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104-1310 ($26.95).
NT: 314 p.
PR: Document Not Available from EDRS.
DE: Academic-Achievement; Curriculum-Design; Educationally-Disadvantaged; Elementary-Secondary-Education; Literacy-; Mathematics-Instruction; Models-; Reading-Instruction; Writing-Instruction
DE: *Compensatory-Education; *Disadvantaged-Youth; *High-Risk-Students; *Remedial-Instruction; *Teaching-Methods
AB: This book presents six instructional models for teaching at-risk students. Each chapter is followed by a commentary section by an educational expert. Chapter 1 contrasts compensatory education as it is today with the kind of curriculum and instruction that would emerge based on the principles espoused in later chapters. Chapter 2 describes an experimental arithmetic curriculum that draws the child's informal knowledge about numbers and mathematics concepts into the classroom and treats educationally disadvantaged children as mathematical reasoners. Chapter 3 presents Cognitively Guided Instruction, another elementary school mathematics program that increases students' mathematics reasoning by increasing teachers' understanding of the way children think about mathematics. Chapter 4 covers reciprocal teaching, an approach to fostering strategies of reading comprehension. Chapter 5 examines how to teach the advanced skills of writing using a model for engaging at-risk students in "epistemic" writing. Chapter 6 describes two programs aimed at instilling the comprehension and composition skills of critical literacy, arguing for a fundamental change in the school as a whole. Chapter 7 examines a cognitive apprenticeship for disadvantaged students, drawing on the experiences of two schools. Chapter 8 focuses on issues surrounding the implementation of these instructional models. Each chapter provides references. (JB)
AN: ED366697
AU: Stevens,-Suzanne-H.
TI: How To Rescue At-Risk Students. A Guide for Parents and Teachers.
PY: 1990
AV: Learning Development Network, 1001 S. Marshall Street, Suite 37, Winston-Salem, NC 27101.
NT: 100 p.
PR: Document Not Available from EDRS.
DE: Ability-; Case-Studies; Educationally-Disadvantaged; Elementary-Education; Elementary-School-Students; Guidelines-; Objectives-; Skill-Development; Success-; Visualization-
DE: *Academic-Achievement; *High-Risk-Students; *Special-Needs-Students; *Teaching-Methods
AB: This book provides guidelines for teachers and parents in helping high-risk students to succeed academically by developing the skills and behaviors necessary for successful learning. It focuses on creating practical applications of the new discoveries being made in the neurosciences and demonstrates techniques for teaching to the whole brain. Specific chapters consider such areas as: (1) giving students a taste of success, (2) choosing topics that are sure to hold the student's interest, (3) offering real challenges, (4) adjusting teaching methods and materials, (5) avoiding time limits, (6) teaching students how to learn, and (7) providing appropriate study environments. In addition, the book discusses a special rescue project designed to provide excellent students meaningful enrichment at the same time that it offers at-risk youngsters a real chance for success. (GLR)
 Working With Special Students In English/Language Arts |
Other Resources (available either for sale or via interlibrary loan)
Title: Teaching learners at-risk /
Author: M Lee Manning; Leroy G Baruth
Publisher: Norwood, Mass. : Christopher-Gordon Publishers,
Year: 2000,
Author: Karlsson, Mary Riordan.
Title: Motivating at-risk learners
Publisher: Teacher Created Materials,
Year: 1996,
Series: Teacher created materials ; TCM 890
Author: Robert C Pianta; Daniel J Walsh
Title: High-risk children in schools : constructing sustaining relationships /
Year: 1996
Publisher: New York ; London : Routledge,
Title: At-risk programs (9-12)
Publisher: Arizona Educational Information System (AEIS), Arizona State University
Year: 1994
Title: Under the whole language umbrella: Many cultures, many voices
Publisher: National Council of Teachers of English ; Whole Language Umbrella,
Year: 1994
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form:
