This study reveals that pupil's writing in secondary schools is viewed predominantly by teachers as a means of gaining feedback and is only rarely seen as a means whereby a child can organize thoughts and feelings. (Author)

Suggests that the Right to Read'' movement should be secondary to a right to think'' movement because language is a symbolic expression of knowing or thinking, and as such it takes second place to the development of thinking. (Author/RB)

Special issue devoted to neurolinguistics and neuropsychology. (VM)

Study reveals that a large percentage of students appear to suffer from severe reading and writing handicaps. (Author/ML)

Argues that visuals constitute a language" in that they suggest physical objects . . . just as words signify their referents;" an adaptation of a paper presented at national convention of Department of Audiovisual Instruction, YNational Education AssociationI (Houston, Texas, March 28, 1968). (Editor/RD)

Describes the results of an analysis of Chinese characters carried out at the National Bureau of Standards and indicates how it might be applied in the Chinese or Japanese language classroom. Paper presented to the Chinese Language Teachers Association, MLA Convention, Denver, Colorado, December 1969. (FWB)

Demonstrates that "contractions and their related uncontracted counterparts may have different derivational histories, different semantic contents and different syntactic functions" and discusses the implications of these findings for the teaching of English to speakers of other languages. Revised version of a paper presented at the…

The authors describe a developmental approach for teaching expressive writing skills to learning disabled adolescents. General guidelines for remediation are outlined, and activities useful in a developmental writing approach are listed. (SW)

Discusses reasons why lawyers persist in their use of legalese. (PD)

Describes interferences from the phonologic system of Arabic in the French spoken by Arabs, using data recorded in the works of French authors from the Maghreb region. The analysis focuses on instances of interference concerning the perception and production of vowels, consonants, and syllables. (MES)