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Abstract

This article describes a primary prevention program that was implemented for grade 9 students in a multicultural high school in Toronto. The goal of the program was to determine the learning styles of the grade 9 class as a whole and to encourage teachers to better meet students' needs in the regular classes. Students with needs that could not be met through the regular classroom curriculum were identified early and referred to resource staff in the school for secondary prevention programs. The learning styles of grade 9 students were determined through a group-administered learning styles inventory, writing samples, and estimates of students' academic skill levels provided by their grade 8 teachers. Teachers attempted to prevent students from failing by selecting materials and texts at suitable reading levels, providing remediation within the curriculum, teaching study skills, and reporting to parents. Inservice training was provided for teachers to enable them to use these primary prevention strategies in their classrooms.

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A Transition Program Based on the Learning Characteristics of Grade 9 Students

Abstract

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