| dc.description.abstract | Students in junior and senior high schools are regularly expected to perform academic tasks which require them to demonstrate proficiency in a variety of requisite learning skills. Low achieving and learning disabled students commonly fail to meet teacher expectations due to deficiencies in areas related to adequate academic performance. A survey was conducted to gather information needed to answer three questions:
1. What academic abilities are valued most by educators?
2. In which skills do low achieving students have the greatest difficulties?
3. What are the most serious problems experienced by teachers? Of 24 abilities rated, the top five in terms of importance were following directions, recalling information on tests, turning in assignments on time, locating answers to questions, and locating information in a text book. Stu dents were perceived as having the greatest difficulties in the areas of reading, following directions, writing, test taking, and spelling. The most serious problems for teachers were identified as motivating students, individualizing instruction, and assigning grades. | en_US |
