The Remedial Child in the Whole‐language, Cooperative Classroom

Whole‐language approaches can be helpful to remedial children as they benefit from prereading activities that build background and organize material and from programs that allow them to read at their own level and follow their own pace. The heterogeneity and supportive atmosphere of cooperative learning groups are psychologically as well as academically helpful. However, one must be sure to teach these children all the skills they need for success. They need decoding as well as metacognitive strategies and must be monitored carefully to make sure that group progress does not obscure individual deficiencies.