Despite a long debate and the accompanying call for changes in the past few decades, grammar instruction in college English classes, according to some scholars, has remained largely "disempowering,""decontextualized," and "remedial" (Micciche, 2004, p. 718). To search for more effective and empowering grammar teaching, this study explores the use…

Fluency in language as measured by total number of communication units appears to be the single most important concomitant of reading success. (JH)

Concluded that factual questions appear to inhibit the higher cognitive processes of grade 2 and grade 4 subjects, while the interpretive questions stimulate the higher cognitive processes. (DD)

Describes two studies of word meaning acquisition among children. Concludes that (1) even very young children can learn new words and their meanings on basis of linguistic expressions and in absence of direct experience with referents, and (2) that particular forms of discourse (e.g., narrative and dialogue) can render new meanings more accessible…

No evidence was found to indicate that grammatical reading interference is an important factor in the poor reading achievement of Black youngsters. (JH)

The attempt to teach deep structure recovery skills to poor readers was unsuccessful, perhaps because of student attitudes. (JH)

Students made increased, but statistically non-significant, use of invention procedures taught them over the span of a one-semester composition course. (JH)

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)