A cues-pause-point procedure was used to train two severely retarded females to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Echolalia was rapidly replaced by correct responding on the trained stimuli. (Author/JW)

Each of 76 unacquainted pairs of male-female college students was given a popular issue to discuss for five minutes. Self-perceived agency was significantly associated with verbal assertiveness: high-agency persons used fewer indirect statements and fewer passive self-references than low-agency persons. (Author/LHW)

Examined adolescent mothers' communication with significant others and their knowledge about sex, pregnancy, and birth control. Adolescent mothers (N=23) reported their communication with their own mothers to be one of mutual understanding. Most reported obtaining sex, pregnancy, and birth control information from significant others. Respondents'…

Provides normative data regarding the use of certain verbal behaviors manifested by college teachers. Indicates that usage of humor, self-disclosure, and narratives by college teachers was frequently relevant to course content and used to clarify course material. Suggests that award winning teachers used these same behaviors in relation to course…

A survey of 339 teachers (grades K-12) found lack of motivation and poor parental support to be the biggest discipline problems. Nearly 90 percent worked with a stated/written discipline policy. Approximately 75 percent believed that corporal punishment should continue. Verbal reprimands were the most common behavior change method used. (VW)

Classroom verbal behaviors of 33 elementary student teachers were correlated with second, third, and fourth grade pupils' evaluations of teaching performance. Results revealed that teachers who were more indirect in classroom interaction received significantly higher ratings from pupils on classroom procedures and interpersonnal skills. (JD)

Examines the challenge posed by the naturalist philosophy of language--the view that the meanings of symbols are fixed by the environment. Compares the naturalist philosophy with that presented in an activist Native American essay that argues for the preservation of traditional native languages. (SRT)

Replies to an article that raised questions about whether the case study approach helps students address complexities faced by practicing writers by agreeing with its broad goals for writing instruction but disagreeing with its conclusion. (DF)

Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)

Suggests that there needs to be a notable shift in teaching practice in the direction of providing more opportunities for pupils to engage in exploratory talk in nonthreatening situations. (DF)

This study investigates the relative effectiveness with which varied rehearsal strategies facilitate student achievement when instruction is received via visualized prose instruction. Results indicate that different rehearsal strategies, used to complement visualized instruction, are not equally effective in improving student achievement of…

Examined cultural and instructional influences on comprehension of figurative language ("sounding") by elementary school children in Harlem and studied effects of a program of creative writing instruction provided by visiting writers. Concludes that special instruction tended to improve figurative language comprehension of children and…

This study attempts to relate some characteristics of the social-emotional interaction to some characteristics of the cognitive interaction in the classroom. (Author/RK)

The teacher should create an environment in the classroom that encourages students to engage in meaningful dialogue that will aid them in clarifying and developing their own moral reasoning while absorbing and weighing the ethical judgments of others. (JD)

This digest discusses the need for differentiating language arts instruction for gifted students in grades K-8. It begins by describing differentiation approaches, including acceleration, depth, complexity, challenges, and creativity. It then explains how teachers can differentiate the language arts curriculum in the following five areas: (1)…