Intended for parents and educators, this monograph briefly describes the relationship between the language processes of reading and writing and suggests some ways language development can be encouraged in young children. The monograph begins by recognizing that writing is a process consisting of prewriting, writing, and rewriting, and urges…

This paper discusses ways that students can better be taught to think. It argues that poor/low-achieving students served by Chapter 1 of the Education Consolidation and Improvement Act of 1981 could genuinely profit from instruction on thinking and that, for maximum impact, such instruction should be introduced as a course in itself, separate from…

A study tested the hypothesis that learning disabled (LD), specifically reading disabled, children differ from "normal" children in their ability to acquire automatic perceptual processes. The subjects were 16 third grade and 15 sixth grade students, of whom 7 third grade and 3 sixth grade students were classified as LD. LaBerge's letter…

A series of six models were devised and tested to address the structure of elementary school achievement in language, work study, reading, and mathematics skills. The models were based on two assumptions: first, that information processing strategies of children would govern their basic skills performances; and, second, that the basic skills would…

A study examined patterns of development in spoken interaction and types of causal thought that might reflect the human capacity to displace, that is, to shift reference from the present moment to another moment in time. Participants were four infants and their parents, who came to a laboratory for one-half hour every 2 weeks from the child's…

Researchers investigating the cerebral information processing of visual stimuli have usually followed the pattern of stimulating the subject's eyes with light and observing accompanying changes in brain wave patterns. Such visually evoked responses (VERs) have been found to discriminate bright from dull children and dyslexic from normal readers.…

Three sets of experiments compared skilled and unskilled college and school age (sixth through eighth grade) readers' processing of spoken and printed sentences in isolation and in story context. The two types of readers differed in their processing of the structural, thematic, and schematic properties of sentences in both reading and listening.…

The "levels effect," the finding that the more central to the meaning of a passage an idea is the more likely that idea is to be retained, does not seem to hold for immediate recognition. Therefore, a study was conducted to test a model of information storage that predicted that when surface structure information was preserved in its…

A study was conducted to verify the findings of previous research showing that a difference in recall of superordinate and subordinate level concepts existed among various reading ability groups within the same grade of elementary school children. Instead of especially constructed passages used in the previous studies, the study used actual…

One teacher's experience with traditional language tests suggested that the tests did not reflect the kind of communicative language learning going on in the classroom and might be counterproductive. As a result, an experiment in oral testing was undertaken in which examinees were required to process natural discourse and to relate language to…

While each English department will establish its own set of assumptions appropriate for its objectives and programs, the new rhetoric can bring some coherence to the teaching of writing and literature by providing students with reliable strategies for reading literature as well as writing. In teaching literature teachers need to demonstrate the…

Data collected in the course of conversations are used to compare some morpho-syntactic and discourse features of the language of non-English-speaking-background (NESB) and English-speaking-background (ESB) students and their parents. Particular emphasis is given to the processing task facing NESB children if addressed by their parents in…

Although teacher education programs spend very little time on the development of listening skills, the importance of listening to communicative effectiveness can hardly be exaggerated. As good listeners, teachers: (1) establish a classroom environment conducive to learning; (2) make better pedagogical decisions based on good listening skills; and…

Two studies of concept development and categorization among 1-, 2-, and 3-year-old children suggest that concept formation is a socially guided process involving convergence on an adult model. Convergence in labeling is an early strategy for shaping children's category boundaries, while later, more elaborate linguistic means are used to…

This annotated bibliography of research articles pertaining to the use of computer-assisted instruction (CAI) in the development of reading comprehension skills in students of all ages and abilities is introduced by brief statements of the problem addressed and the purpose, organization, and limitations of the study. A glossary is also provided.…