A GUIDE ON THE TEACHING OF WORD ANALYSIS SKILLS IS PRESENTED. KNOWLEDGE OF WORD ANALYSIS ALONE DOES NOT ENSURE GOOD READING ABILITY. IT SHOULD, HOWEVER, ENABLE THE INDIVIDUAL TO BECOME MORE INDEPENDENT IN HIS READING. SKILLS DEVELOPED THROUGH A KNOWLEDGE OF WORD ANALYSIS CAN DO MUCH TO ENHANCE THE UNDERSTANDING OF WRITTEN MATERIAL AND TO ENABLE…

It is generally agreed among French linguists that the word has no phonetic or phonological status in French. This position reflects mostly pedagogical considerations and preoccupation with surface phonetic facts and demarcative signals. Investigation of processes of a more abstract nature reveals, however, that a certain number of rules…

In polysyllabic segments, the composition of medial clusters is a reflection of morpheme structure constraints as they apply to initial and final groups of syllables. Also, medial clusters ideally overlap, i.e., have simultaneous membership in both the preceding and following syllable segments. (DB)

French linguists generally agree that the word in French has no phonetic or phonological status. This article examines this position and studies several vowel-consonant sequences, mute-"e" deletion and post-consonantal deletion and suggests that the role of French word-boundaries is more important than is generally acknowledged. (CHK)

CERTAIN LINGUISTIC STRUCTURES OF GANDA, CLASSIFIED AS A BANTU LANGUAGE OF UGANDA, WERE STUDIED AND REPORTED. STRUCTURAL ASPECTS OF THE LANGUAGE WERE PRESENTED AT THE WORD AND PHRASE LEVEL, AND THE PRELIMINARIES TO A FORMAL STRUCTURAL ANALYSIS WERE REPRESENTED, INCLUDING TONOMORPHOLOGICAL FEATURES. THIS FIRST PART OF A THREE-PART STUDY DEALT WITH…

THIS BULLETIN WAS PREPARED FOR TEACHERS AS A CONVENIENT REFERENCE TO THE WORD RECOGNITION SKILLS RELATING TO PHONETIC ANALYSIS, STRUCTURAL ANALYSIS, COMPREHENSION, AND VOCABULARY BUILDING FOR THE READING PROGRAM FOR GRADES 5 AND 6. IT MAY ALSO SERVE AS A CHECKLIST FOR THE TEACHING OF THESE SKILLS. THE SOURCES OF REFERENCE ARE THE TEACHER'S…

Part of a special issue, "Materialien zur Rechtschreibung und ihrer Reform" (Materials on Orthograp and Its Reform). (DD)

The paper presents a set of linguistic phenomena illustrative of the notion "universal tendency". Linguistic generalizations are regarded here not as isolated, "true-or-false" propositions but as embedded in a hierarchy of competing forces. An "exception" to a universal is thus seen as the result of the prevalence of another conflicting universal…

A GUIDE FOR PLANNING SPECIFIC INSTRUCTION FOR DEVELOPING INDEPENDENT WORD ATTACK PRESENTS THE SKILLS NECESSARY FOR MASTERING SIGHT VOCABULARY, WORD RECOGNITION, AND THE USE OF THE DICTIONARY. SPECIFIC DEFINITIONS OF TERMS AND EXAMPLES OF TEACHING TECHNIQUES WITH THE SEQUENCE OF INSTRUCTION FOR THE DEVELOPMENT OF PHONETIC AND STRUCTURAL ANALYSIS…

Discusses the role of linguistics in relation to the study and treatment of linguistic disorders. (MM)

This book offers approximately 100 reading activities for use by teachers in the learning center. The activities are divided into such categories as readiness, vocabulary, phonetic analysis, structural analysis, comprehension, creative writing and study skills. Most of the activities describe the objective, materials needed, procedure, directions,…

A set of five orthographic generalizations was selected, taught, and reviewed at the fifth-grade level in an attempt to reduce spelling errors in unknown but commonly used English words. During a 6-week period, an experimental group of 95 students was given a series of exercises designed to develop spelling principles, and a control group received…

Describes two learning activity packages using printed words on commercial products for teaching children the major decoding skills of phonetic and structural analysis and the major comprehension skill areas of main idea, reading for details, sequence, determining cause and effect, drawing conclusions, and following directions. (Author/CMV)

SOME OF THE IMPLICATIONS OF CHALL'S "LEARNING TO READ, THE GREAT DEBATE" FOR TEACHING PERCEPTUALLY HANDICAPPED CHILDREN TO READ ARE DISCUSSED. CHALL CONTRASTED THE WHOLE-WORD APPROACH WITH THE CODE-EMPHASIS APPROACH IN WHICH A CHILD BREAKS THE CODE THROUGH LETTER-SOUND ASSOCIATIONS. IT HAS BEEN OBSERVED THAT CHILDREN FIND MORE DIFFICULTY…