A visual error scanning approach to the academic remediation of spelling disorders is described. (CL)

Intended for teachers at all levels, but especially the junior high and high school levels, this book offers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. Chapters in the book are: (1) Grammar and the Teaching of Grammar: An Introduction; (2) Teaching Grammar: Reasons for, Evidence Against;…

Three studies of phonological knowledge and generalization were conducted with six functionally misarticulating children, aged 3-4. Results indicated that productive phonological knowledge of the sound system influenced the amount of generalization learning. The extent of generalization learning was associated with the point on the knowledge…

The article examines two topics important to educators working with learning disabled college writers: error patterns of college learning disabled, normal, and basic writers across different tasks and instructional approaches successful in improvng the written language skills of college learning disabled writers, such as sentence combining and…

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)

Examines the various roles which grammatical consciousness can assume in the planning stages of a language teaching syllabus. Gives examples of learning activities that can engender unconscious awareness of crucial aspects of language organization. (EKN)

This study of 40 hearing-impaired college students found that highly intelligible speakers were uniformly consistent in their speech production patterns, whereas speakers who exhibited low overall speech intelligibility were either extremely consistent in their aberrant production patterns or extremely inconsistent in their error patterns.…

Ten language-impaired children, aged 4-6, were found to exhibit more pronounced syntactic deficits than 10 normal children matched by mean length of utterance. Language samples were analyzed with respect to: grammatical marker need index; grammatical marker error index; and grammatical marker errors for nouns, verbs, bound, and unbound forms.…

Psycholinguistic insights relevant to diagnoses of reading difficulties are considered, and the importance of evaluating oral reading performance on significant word recognition errors rather than on total errors is emphasized. (CL)

Discusses two types of student writing problems: error characteristics (spelling, pronoun usage, subject-verb agreement, run-on sentences, and capitalization) and nonerror characteristics (density of ideas, variety of referents, and variety of expression). Suggests ways to diagnose and correct them. (HTH)

Describes a simple teacher-scored method which can be used to determine the proportion of correct usage in freshman ESL compositions. Concludes Correctness Scores provide a useful tool for investigation of hierarchy of significant errors in English and is a technique well-suited to supply data for future work along these lines. (Author/BK)

Describes pilot project on effectiveness of proofreading exercises in English as a second language classes in reducing common student errors in use of tenses, concord, and spelling. Results show some improvement, but not as much as was hoped. (BK)

Defines basic writing as a kind of writing students produce as they learn. Examines techniques for error analysis, arguing for one technique in particular--the study of students' oral reconstructions of texts. (RL)