Explores the English language spelling system and the differences between written and spoken language. Points out that, although young children have a complex understanding of language, four-to-six-year-olds do not have the linguistic competence of adults. Explains how teachers can help in areas of difficulty. (JM)

As a result of difficulty in applying linguistic theory to teaching remedial writing to college students, a technique was developed that uses comparisons of spoken and written English to assist in composition and revision. Specific techniques and examples are outlined. (MSE)

The graphemic and functional distribution of Chinese punctuation markers are outlined, and the implications of Chinese punctuation practices for second language instruction are discussed. Three kinds of Chinese punctuation markers are described: those graphically unique to Chinese, those written and used in the same manner in both Chinese and…

Over the past decade, education reforms have raised the educational bar for all children in the United States--including newcomers. These reforms place tremendous pressures on children and teachers. In addition to mastering the content-area curriculum, children must become skilled users of language. They must be highly competent in reading and…

A review of literature focuses on the literacy acquisition process of deaf children who acquire American Sign Language (ASL) as a first language and written English as a second language. Literacy in this context is defined broadly to include the context and culture in which reading and writing occur, referring to the strong connection between…

The rubrics are designed for productive use (speaking and writing) of English and Spanish in two-way bilingual immersion programs. The rubrics were developed by classroom teachers working in elementary school Spanish partial immersion programs, in consultation with a special education teacher, reading specialist, middle school partial immersion…