remedial teaching


Summary: Specialized instruction for students deviating from the expected norm.

Top Publications

  1. Rothlisberger M, Michel E. [Development and evaluation of a motor coordination training for children in special-needs classes]. Prax Kinderpsychol Kinderpsychiatr. 2009;58:215-30 pubmed
    ..Training effects were pronounced for children with balance problems. The findings are discussed in terms of reasons for the weak training effects, and potential improvements of the training...
  2. Cleland J, Leggett H, Sandars J, Costa M, Patel R, Moffat M. The remediation challenge: theoretical and methodological insights from a systematic review. Med Educ. 2013;47:242-51 pubmed publisher
    ..and Scopus databases were searched for papers published from 1984 to April 2012, using the search terms 'remedial teaching', 'education', 'medical', 'undergraduate'/or 'clinical clerkship'/or 'internship and residency', 'at risk' ..
  3. Winston K, van der Vleuten C, Scherpbier A. At-risk medical students: implications of students' voice for the theory and practice of remediation. Med Educ. 2010;44:1038-47 pubmed publisher
  4. Blunden S, Chervin R. Sleep problems are associated with poor outcomes in remedial teaching programmes: a preliminary study. J Paediatr Child Health. 2008;44:237-42 pubmed
    ..If sleep disturbances worsen daytime behaviour, then diagnosis and treatment of underlying sleep disorders could offer a novel therapeutic opportunity. ..
  5. Bowyer Crane C, Snowling M, Duff F, Fieldsend E, Carroll J, Miles J, et al. Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. J Child Psychol Psychiatry. 2008;49:422-32 pubmed
    ..This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry...
  6. Heckman J. Lessons from the technology of skill formation. Ann N Y Acad Sci. 2004;1038:179-200 pubmed
    ..This paper discusses recent advances in our understanding of differences in human abilities and skills, their sources, and their evolution over the lifecycle. ..
  7. Keefe R, Vinogradov S, Medalia A, Buckley P, Caroff S, D Souza D, et al. Feasibility and pilot efficacy results from the multisite Cognitive Remediation in the Schizophrenia Trials Network (CRSTN) randomized controlled trial. J Clin Psychiatry. 2012;73:1016-22 pubmed publisher identifier: NCT00930150. ..
  8. Rogers S, Hayden D, Hepburn S, Charlifue Smith R, Hall T, Hayes A. Teaching young nonverbal children with autism useful speech: a pilot study of the Denver Model and PROMPT interventions. J Autism Dev Disord. 2006;36:1007-24 pubmed
    ..There were no differences in acquired language skills by intervention group. Initial characteristics of the best responders were mild to moderate symptoms of autism, better motor imitation skills, and emerging joint attention skills...
  9. Rath J, Hradil A, Litke D, Diller L. Clinical applications of problem-solving research in neuropsychological rehabilitation: addressing the subjective experience of cognitive deficits in outpatients with acquired brain injury. Rehabil Psychol. 2011;56:320-8 pubmed publisher
    ..Further research is needed to directly compare the effectiveness of cognitive rehabilitative interventions that systematically address subjective factors with those that do not. ..

More Information


  1. Krab L, Aarsen F, de Goede Bolder A, Catsman Berrevoets C, Arts W, Moll H, et al. Impact of neurofibromatosis type 1 on school performance. J Child Neurol. 2008;23:1002-10 pubmed publisher
    ..had a 4-fold increased risk for attending special education and a 6-fold increased risk for receiving remedial teaching for learning, behavior, speech, or motor problems...
  2. Sablier J, Stip E, Franck N. [Cognitive remediation and cognitive assistive technologies in schizophrenia]. Encephale. 2009;35:160-7 pubmed publisher
    ..It has been shown that several cognitive remediation programs are efficient in schizophrenia. New technologies complement the benefits of such programs, and support pharmacological treatments and psychotherapies. ..
  3. Dorado J, Saywitz K. Interviewing preschoolers from low- and middle-SES communities: a test of the narrative elaboration recall improvement technique. J Clin Child Psychol. 2001;30:568-80 pubmed
    ..No such difference in free recall alone was found. Additionally, preschoolers from low-SES communities generated more errors than their middle-SES counterparts, regardless of treatment condition. ..
  4. Farreny A, Aguado J, Ochoa S, Huerta Ramos E, Marsà F, López Carrilero R, et al. REPYFLEC cognitive remediation group training in schizophrenia: Looking for an integrative approach. Schizophr Res. 2012;142:137-44 pubmed publisher
    ..These results apparently show that REPYFLEC works as cognitive remediation training, improving executive thinking and functioning outcomes compared with a control group. ..
  5. Grinspan D, Hemphill A, Nowicki S. Improving the ability of elementary school-age children to identify emotion in facial expression. J Genet Psychol. 2003;164:88-100 pubmed
  6. Leong C. RAPID automatized naming (RAN); neurological substrates of dyslexia. Ann Dyslexia. 2005;55:135-46 pubmed
  7. Nichols S, McLeod J, Holder R, McLeod H. Screening for dyslexia, dyspraxia and Meares-Irlen syndrome in higher education. Dyslexia. 2009;15:42-60 pubmed publisher
    ..We anticipate that the new two-part screening process would not take longer to complete. ..
  8. Zera D. A reconceptualization of learning disabilities via a self-organizing systems paradigm. J Learn Disabil. 2001;34:79-94 pubmed
    ..Concerns regarding ways of determining discrepancy for diagnostic purposes are noted, and remediation strategies designed for specific disabilities are questioned. ..
  9. Ratan R, Pica A, Berkowitz R. A model for instituting a comprehensive program of remediation for at-risk residents. Obstet Gynecol. 2008;112:1155-9 pubmed publisher
  10. Hesse G, Nelting M, Mohrmann B, Laubert A, Ptok M. [Intensive inpatient therapy of auditory processing and perceptual disorders in childhood]. HNO. 2001;49:636-41 pubmed
    ..Long term surveillance however seems to be necessary. It also has to be studied whether intensive indoor treatment is superior or equal to out clinic therapy. ..
  11. Raffard S, Gely Nargeot M, Capdevielle D, Bayard S, Boulenger J. [Learning potential and cognitive remediation in schizophrenia]. Encephale. 2009;35:353-60 pubmed publisher
    ..However, the individuals most likely to benefit from cognitive remediation, and whether changes in cognitive function translate into functional improvements, are as yet unclear. ..
  12. Milone Nuzzo P. Diversity in nursing education: how well are we doing?. J Nurs Educ. 2007;46:343-4 pubmed
  13. Kurtz M, Seltzer J, Shagan D, Thime W, Wexler B. Computer-assisted cognitive remediation in schizophrenia: what is the active ingredient?. Schizophr Res. 2007;89:251-60 pubmed
  14. McDonald S. Dogs and other metaphors: reflections on the influence of Mark Ylvisaker. Semin Speech Lang. 2010;31:168-76 pubmed publisher
    ..This article also reflects upon Ylvisaker's models for remediation and the extent to which these can be encompassed within (as well as shape) more traditional models of social skills training. ..
  15. Simos P, Fletcher J, Bergman E, Breier J, Foorman B, Castillo E, et al. Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology. 2002;58:1203-13 pubmed
  16. Johnson C, Johnson R, Kim M, McKee J. Personal Background Preparation Survey for early identification of nursing students at risk for attrition. J Nurs Educ. 2009;48:606-13 pubmed publisher
    ..The PBPS consistently and significantly facilitated early identification of nursing students at risk for AASE, enabling proactive targeting of interventions for risk amelioration and AASE or attrition prevention. ..
  17. Lujan J. Linguistic and cultural adaptation needs of Mexican American nursing students related to multiple-choice tests. J Nurs Educ. 2008;47:327-30 pubmed
    ..This article will discuss these students' linguistic and cultural adaptation needs related to multiple-choice tests and will also present several intervention strategies and a case study. ..
  18. Cox S. "Forward feeding" about students' progress: information on struggling medical students should not be shared among clerkship directors or with students' current teachers. Acad Med. 2008;83:801 pubmed publisher
  19. Coyne M, Kame enui E, Simmons D, Harn B. Beginning reading intervention as inoculation or insulin: first-grade reading performance of strong responders to kindergarten intervention. J Learn Disabil. 2004;37:90-104 pubmed
    ..These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction. ..
  20. Connor D, Miller K, Cunningham J, Melloni R. What does getting better mean? Child improvement and measure of outcome in residential treatment. Am J Orthopsychiatry. 2002;72:110-7 pubmed
    ..Low levels of staff agreement were found on the 2 outcome measures. Implications for acute residential care are discussed. ..
  21. Por J, Barriball L. The personal tutor's role in pre-registration nursing education. Br J Nurs. 2008;17:99-103 pubmed
    ..Time factors and workload were identified as important structural constraints. ..
  22. Bodrova E, Leong D, Akhutina T. When everything new is well-forgotten old: Vygotsky/Luria insights in the development of executive functions. New Dir Child Adolesc Dev. 2011;2011:11-28 pubmed publisher
    ..Empirical data derived from the Tools of the Mind project are used to discuss the idea of using classroom intervention to study the development of self-regulation in early childhood. ..
  23. Coleman P, Derosa S. High school students take classes in a nursing home. Am J Nurs. 2006;106:49-50 pubmed
  24. Dobinson Harrington A. Personal tutor encounters: understanding the experience. Nurs Stand. 2006;20:35-42 pubmed
    ..Mutual trust, engagement, respect and accepting responsibilities were important elements of the personal tutor and tutee relationship. ..
  25. Katz E, Dahms R, Sadosty A, Stahmer S, Goyal D. Guiding principles for resident remediation: recommendations of the CORD remediation task force. Acad Emerg Med. 2010;17 Suppl 2:S95-103 pubmed publisher
    ..Resident remediation is frequently necessary and specific steps may be taken to justify, document, facilitate, and objectify the remediation process. Best practices for each step are identified and reported by the task force. ..
  26. Connelly V, Campbell S, MacLean M, Barnes J. Contribution of lower order skills to the written composition of college students with and without dyslexia. Dev Neuropsychol. 2006;29:175-96 pubmed
    ..The students with dyslexia made more spelling errors in their essays than one would predict given their dictated spelling skills. ..
  27. Pell G, Fuller R, Homer M, Roberts T. Is short-term remediation after OSCE failure sustained? A retrospective analysis of the longitudinal attainment of underperforming students in OSCE assessments. Med Teach. 2012;34:146-50 pubmed publisher
    ..There is a clear need for institutions to develop profiling models that can help identify this student group and develop effective, research led models of remediation. ..
  28. Pepi A, Alesi M, Geraci M. Theories of intelligence in children with reading disabilities: a training proposal. Psychol Rep. 2004;95:949-52 pubmed
    ..These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation. ..
  29. Fuchs L, Fuchs D, Prentice K. Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability. J Learn Disabil. 2004;37:293-306 pubmed
  30. Kuhn D, Udell W. The development of argument skills. Child Dev. 2003;74:1245-60 pubmed
    ..Quality of individual arguments (for or against a claim) also improved, supporting the existence of a close relation between these two kinds of argument skills. ..
  31. Pammer K, Lovegrove W. The influence of color on transient system activity: implications for dyslexia research. Percept Psychophys. 2001;63:490-500 pubmed
    ..We discuss the tenuousness of the proposal that color differentially influences transient activity, exploring its physiological implications and its durability as a theory of transient activity regarding reading-disability research. ..
  32. Lemoine H, Levy B, Hutchinson A. Increasing the naming speed of poor readers: representations formed across repetitions. J Exp Child Psychol. 1993;55:297-328 pubmed
    ..The results were discussed in terms of the nature of the representation that underlies rapid naming. ..
  33. Michalopoulou P, Lewis S, Wykes T, Jaeger J, Kapur S. Treating impaired cognition in schizophrenia: the case for combining cognitive-enhancing drugs with cognitive remediation. Eur Neuropsychopharmacol. 2013;23:790-8 pubmed publisher
  34. Burgoyne K, Duff F, Clarke P, Buckley S, Snowling M, Hulme C. Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial. J Child Psychol Psychiatry. 2012;53:1044-53 pubmed publisher
    ..Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. ..
  35. White C, Ross P, Gruppen L. Remediating students' failed OSCE performances at one school: the effects of self-assessment, reflection, and feedback. Acad Med. 2009;84:651-4 pubmed publisher
    ..This study provides evidence that OSCE remediation combining review, reflection, and self-assessment has a salutary effect on (subsequent) performance and self-assessment of performance. ..
  36. Marsh P, Luckett G, Russell T, Coltheart M, Green M. Effects of facial emotion recognition remediation on visual scanning of novel face stimuli. Schizophr Res. 2012;141:234-40 pubmed publisher
    ..Most importantly, the evidence shows that participant gender may affect training outcomes. ..
  37. Correard N, Elissalde S, Azorin J, Fakra E, Belzeaux R. [Psychotherapeutic and psychosocial interventions and endophenotypes in bipolar disorders]. Encephale. 2012;38 Suppl 3:S110-5 pubmed publisher
    ..Targeting some of them with specific psychotherapy and psychosocial interventions could reduce the consequences of their expression and so have an action on the course of the disease and also preventive. ..
  38. Grigorenko E. Dynamic assessment and response to intervention: two sides of one coin. J Learn Disabil. 2009;42:111-32 pubmed publisher
    ..Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A. ..
  39. Dülks R. [Remedial pedagogic developmental intervention with children displaying psychosocial disorders]. Prax Kinderpsychol Kinderpsychiatr. 2003;52:182-93 pubmed
    ..Thus, the author tries to show a highly promising way from theory of attachment to attachment therapy. ..
  40. Matthesius U. Help at hand. Br Dent J. 2004;Suppl:7-8 pubmed
  41. Manis F, Seidenberg M, Doi L, McBride Chang C, Petersen A. On the bases of two subtypes of developmental [corrected] dyslexia. Cognition. 1996;58:157-95 pubmed
  42. van der Gaag M, Kern R, van den Bosch R, Liberman R. A controlled trial of cognitive remediation in schizophrenia. Schizophr Bull. 2002;28:167-76 pubmed
    ..While cognitive training programs may improve targeted areas of neurocognitive processing, broad generalization effects to domains outside those targeted for intervention are not likely concomitants. ..
  43. Van Keer H. Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring. Br J Educ Psychol. 2004;74:37-70 pubmed
    ..The study corroborated the efficacy of the STRAT and STRAT + CA conditions' interventions as feasible tools to enhance fifth graders' reading comprehension achievement. ..
  44. Baker S, Gersten R, Graham S. Teaching expressive writing to students with learning disabilities: research-based applications and examples. J Learn Disabil. 2003;36:109-23; discussion 149-50 pubmed
    ..In this article, our goal is to illustrate how findings from these studies can be implemented in both general and special education settings. ..
  45. Lovett M, Lacerenza L, Borden S. Putting struggling readers on the PHAST track: a program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. J Learn Disabil. 2000;33:458-76 pubmed
    ..PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities. ..
  46. Faroqi Shah Y. A comparison of two theoretically driven treatments for verb inflection deficits in aphasia. Neuropsychologia. 2008;46:3088-100 pubmed publisher
    ..The differential outcomes suggest that morphosemantic impairments contribute to verb inflection deficits in agrammatic aphasia to a greater extent than morphophonological impairments, at least in this group of participants. ..
  47. Mason A, Mason M. Understanding college students with learning disabilities. Pediatr Clin North Am. 2005;52:61-70, viii pubmed
    ..This article reviews common learning disabilities found in college students and provides suggestions for helping these students. ..
  48. Raykov T. A method for testing group differences of scale validity in multiple population studies. Br J Math Stat Psychol. 2005;58:173-84 pubmed
    ..The approach is illustrated using data from a cognitive intervention study. ..
  49. Strayhorn J. Pilot study of telephone tutoring in reading skills. Percept Mot Skills. 2005;101:505-9 pubmed
    ..001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further. ..
  50. Loke A, Chow F. Learning partnership--the experience of peer tutoring among nursing students: a qualitative study. Int J Nurs Stud. 2007;44:237-44 pubmed
    ..Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes. ..
  51. Williams J, Nubla Kung A, Pollini S, Stafford K, Garcia A, Snyder A. Teaching cause-effect text structure through social studies content to at-risk second graders. J Learn Disabil. 2007;40:111-20 pubmed
    ..This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level. ..
  52. Murphy M, Mazzocco M, Hanich L, Early M. Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. J Learn Disabil. 2007;40:458-78 pubmed
    ..These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself. ..
  53. Salgado C, Capellini S. [Phonological remediation program in students with developmental dyslexia]. Pro Fono. 2008;20:31-6 pubmed
    ..this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia. ..