Intervention in School and Clinic

Provides an overview of dyslexia, clarifies terminology, and gives guidelines for evaluation of individuals with language-processing problems

Presents teacher-directed and student study techniques, based on research in spelling and motivation, for optimizing spelling instruction

Demonstrates versatility through the use of three prewriting activities with color-coded clustering

Describes how to teach use of a check register as a skill and offers guidelines for lesson design

Describes portfolio assessment use in special education, provides recommendations, and discusses future directions

Discusses types of accommodations and offers an individualized plan for students qualifying under Section 504

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.--GW

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.--AGR

Theory into Practice (formerly called ``Tips for Teachers'') is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA & MEC

Book Notes presents information regarding a variety of media that relate to teaching special needs children and that may be of interest to teachers, parents, administrators, and university faculty. In this issue, two guest reviewers look at books on team approaches to youth in crises and teaching math to students with learning disabilities. I reviewed books on positive classroom management and strategies for inclusion. Items reviewed are mailable through the publishers. I f you have any suggestions that would be appropriate for this column, plecise send the information, advertisement, or media to Mark Goor, Associate Editor, Graduate School of Education, George Mason IJniversit y, Fairfax, VA 22030-4444-MBG

Here are a variety of practical materials that are free or cost $10.00 or less. Please request the items directly from the specified advertisers. If you would like to list posters, brochures, or other materials, send advertising copy to PRO-ED Journal Advertising, 8700 Shoal Creek Blvd., Austin, TX 78757. Phone: 512/451-3246. There is no charge to advertise in this column. All listings are subject to publisher's approval; publication does not imply endorsement by the editor or publisher.