Investigated the relationship between syntactic and semantic processing using a word-by-word reading paradigm and a cross-modal integration paradigm. The study evaluated the experimental results with regard to serial autonomous models, strongly and weakly interactive models, and a hybrid model proposed here. (92 references) (Author/CK)

Notes that English coronal stop deletion is constrained by the preceding segment, so that stops and sibilants favor deletion more than liquids and nonsibilant fricatives. Suggests the existence of an attractive theoretical integration of categorical and variable processes in the grammar to account for the constraint. (26 references) (Author/CK)

Emphasizes that traditional textbook explanations of the preterite and imperfect tend to focus on their aspectual differences. The article argues that a comprehensive analysis of the interaction of these two tenses in narration must go beyond aspect to include their respective temporal and discourse properties. (30 references) (Author/CK)

Examines inalienable possession in French and Mandarin with the aim of bringing out typological affinities. In particular, two unresolved issues are re-examined: Haiman's Iconicity Hypothesis and the question of the protypical semantic categories of iposs. (32 references) (Author/CK)

Discusses "cued shadowing," during which subjects listen to pairs of words or sentences and repeat a target word signalled by a cue. Rapid semantic and grammatical priming effects have been observed with this technique, both with word and sentence contexts and at different positions within sentence contexts, in normal children and adults, and in…

Describes a technique that combines the use of a story grammar strategy with cooperative learning procedures to promote greater reading comprehension. Step-by-step instructions for cooperative story mapping are provided, along with an illustration of a story map. The implications for special and remedial education are also discussed. (Author/CR)

Hebrew-speaking fourth and seventh graders from lower middle-class backgrounds were tested on gender markings of numerals in two situations involving monitored and unmonitored situations. Results indicated the disappearance of gender agreement in Modern Hebrew numerals and a re-analysis of numeral suffixes by speakers. (Author/JL)

Explores the relationship between scientists' orientation to one another and to an experimental apparatus, analyzing as data a videotaped authentic interaction among co-workers in a chemistry laboratory. Demonstrates how the scientists display systematic orientation to the apparatus as their common spatial point of reference and the physical…

Examines Dora V. Smith, who was a pioneer in education, ahead of her time in calling for a student-centered approach in the teaching of writing and reading. Explains how she stood up for cultivating a child's personal interests, both in choice of reading material and in written responses to that reading. (TB)

Examines the claim that some students of English as a Second Language allow English reflexives to be bound by long-distance (LD) antecedents even when such LD binding is underdetermined for these learners with respect to their first-language grammar(s) and the second-language input. The article discusses why the claim's underlying data do not…

A study involving 17 fourth graders identified as poor readers found the strongest predictors of work attack skills were phonological awareness and grammatical judgment. The combination of phonological awareness, grammatical judgment, phoneme manipulation, and rapid naming of digits accounted for more than half of the variance in word recognition.…

Uses experimental and control group data to show that students' correction of grammatical and lexical error between assignments reduces such error in subsequent writing over he semester without reducing fluency or quality. Further examines how error correction should be done. (Author/VWL)

This article describes an intervention study designed to enhance the skills needed in the planning and writing of stories by an adolescent with autism who was using augmentative and alternative communication and working with a typical peer. Overall, the student's postintervention story was dramatically improved over his preintervention story.…

Reports the results of a study carried out with high intermediate/advanced English-as-a-Foreign-Language learners who completed two form-focused tasks--a dictogloss and a text reconstruction) collaboratively. Learners' interaction with both tasks was codified and language-related episodes were identified. Results are considered in the light of…

Presents one teacher's evaluation of his own English-as-a-Second/Foreign-Language teaching materials produced in response to a textbook "gap" in Japan. Focuses on a consciousness-raising exercise created to elucidate clearly the difference between two grammatical forms. (Author/VWL)