If they can speak,why can't they read? And spell? They may now!

For the dyslexic and others with similar problems, it is suggested that the sequence of modalities known as VAKT be revised to achieve more effective and more rapid remediation. The new sequence is designated as TAK/v. The subordination of the visual modality is based on the recent identification of a visual processing deficiency in dyslexics, as well as on previous hypotheses, suggesting the desirability of substituting the tactile modality for the visual modality in the initial stages of remediation. The use of one hand is suggested for this tactile scanning of three-dimensional letters to access the right hemisphere, and experimental data are reported.     

Flowery math: a case for heterodiscoursia in mathematics problems solving in recognition of students’ authorial agency

In an innovative, progressive school, students were asked to solve a fairly routine mathematical problem using real money in a “real-world” scenario. Even though the school values students’ ideas, the reaction of the teacher to one student’s alternative modelling of the problem suggests that he was expecting a particular answer to be provided using routine mathematical models and thinking while not being interested in exploring the student’s unexpected alternative. We place his reasoning for doing so within broad pedagogical discourses that we think define the “allowable” responses of teachers and students in ways that inhibit meaning-making for both. These broad discourses are defined as the progressive constructivist approach, the scaffolding discursive approach, the situation modelling approach and the dialogic approach. We consider the advantages and the potential consequences each might bring to the case. We suggest that extensive consideration of pedagogical discourses in mathematics classes must be reconsidered both for how we understand students’ mathematical meaning-making and how we construct student agency in relationship to culture, whether as apprentices or authors.     

A New System for Classifying Children in the Jewish School

Members of the clergy provide a great deal of counseling. How did this come about? How are they prepared for this role? In what capacity is this role played by rabbis? Do rabbis feel their training is adequate for what they are called upon to do? What are the implications of this for both education and professional development of rabbis? This article addresses these questions historically and through presentation of an empirical study of Conservative rabbis who studied at the Jewish Theological Seminary and are currently in the pulpit.     

Some observations on the speechmaking of governor Nelson A. Rockefeller

The study of interpretation lacks fundamental information about the criticism of performed texts. This study attempts to begin to provide necessary information about preferred types of evaluation forms, criteria for evaluation, and what students find |most helpful in the evaluation of performance.