The author describes a method for teaching vowel sounds and rules to students weak in word attach skills. (SW)

Describes use of strong and weak vowel forms in English and suggests use of tape recordings and drills to teach weak forms to English as a second language classes. (BK)

The spelling difficulties of the adolescent dyslexic student are described, and techniques are presented to provide the student with the tools needed to cope with spelling requirements, including the study of vowel sounds, doubling the consonant following a short vowel, root words, and laws of probabilities. (JDD)

Describes a prototype electronic device that may be used in the classroom or in the laboratory to display pedagogical models and student articulations of target language sounds simultaneously. (Author/AM)

Contains brief contributions from teachers dealing with the following topics: (1) skills needed to teach reading, (2) mastery learning, (3) language skill development, (4) book making, (5) the "walking/talking" rule, (6) oral reading activities. (FL)

Ways in which pronunciation of English as a second language can be taught through listening are presented, involving such activities as: identification tasks; minimal pair sentence tasks; inference, word counting, and dictation tasks; and stress and intonation tasks. (CB)

The communicative approach used in the teaching of second languages is also effective in teaching pronunciation of English as a second language. Communicative principles and activities in the areas of consonants and vowels, contractions, recued expressions and linking, suprasegmentals, and monitoring are discussed. (CB)

Reviews common pronunciation problems experienced by learners of English as a second language who are native speakers of Vietnamese, Cantonese, Spanish, Portuguese, Italian, Polish, Greek, and Punjabi. (CB)