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Elementary English | 7 |
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Rowell, C. Glennon – Elementary English, 1975
To make a spelling program more effective, use the children's spelling tests to analyse their errors and indicate spelling patterns. (JH)
Descriptors: Elementary Education, Error Patterns, Language Arts, Language Patterns
Thompson, Richard A.; Blackwell, Janet M. – Elementary English, 1974
Reading success will be encouraged if children are given ample opportunity to verbally respond to first-hand experiences. (JH)
Descriptors: Language Acquisition, Language Arts, Language Patterns, Sensory Experience
Hoskisson, Kenneth; Krohm, Bernadette – Elementary English, 1974
Children learn to speak their mother tongue by immersion in it; they can learn to read their language in the same manner. (JH)
Descriptors: Elementary Education, Language Patterns, Linguistics, Orthographic Symbols
Miller, John W. – Elementary English, 1974
To enhance reading comprehension and critical reading skills, more attention should be placed on patterns inherent in the English language. (JH)
Descriptors: Applied Linguistics, Context Clues, Critical Reading, Elementary Schools
Fiegenbaum, Irwin – Elementary English, 1970
An examination of ERIC documents pertinent to this topic; a preprint from a forthcoming publication of the National Conference on Research in English. (Editor/RD)
Descriptors: Bilingual Education, English (Second Language), English Instruction, Interference (Language)
DeLawter, Jayne Anne; Eash, Maurice J. – Elementary English, 1966
The techniques used to collect data on the dominant speech patterns and verbal expressions of elementary school children are described as a means of systematizing oral language instruction. Specific recurring errors discovered in children's communication are discussed: the failure to focus on a major point, to support ideas, and to clarify…
Descriptors: Audiovisual Aids, Curriculum Development, Elementary Education, Elementary School Students
Ruddell, Robert B.; Graves, Barbara W. – Elementary English, 1968
This study investigated the relationship between the syntactical language development of first grade children and their socio-ethnic status. From a random selection of 160 first grade children, 19 Caucasians with highly developed language abilities were selected from a high socioeconomic stratum to be compared with 19 Negroes with low language…
Descriptors: Child Language, Disadvantaged, English Instruction, Grade 1