Analyzes the differences in selection of verbs between spoken and written English by public servants in Canada, a country which recognizes both French and English as official languages. (RB)

Offers suggestions for news reporting, specifically on the interviewing and writing processes. (RB)

Analyzes the relationship of phonology and orthography to the different systems involved in writing and reading. (Author)

Examines the present state of the relationship between linguistics and reading, proposes how reading instruction could be improved using currently know linguistic information, and discusses one type of linguistic finding useful to reading specialists. (Author)

Reviews the life and career of sixteenth century cartographer Gerardus Mercator and, through samples of his work, isolates characteristics of his personal script to give calligraphic evidence of his authorship. (MB)

Demonstrates that proper reading comprehen sion in a foreign language involves more than the printed sequences of the text, and that meaning is not tied to one element in the sentence structure but to a wider context. (FWB)

Revision of a paper presented at meeting of the Conference on College Composition and Communication (Minneapolis, Minn., April 1968).

Provides a synthesis of findings about lexical and syntactico-semantic differences between spoken and written language. Outlines and critically examines the major theoretical and methodological approaches used in comparative studies of spoken and written language and reexamines the question of how speech and writing relate to prototypical forms of…

A computer analysis of the most frequently occurring (approximately 18,000) words in the English language was conducted. All letter strings from two to seven letters in length (ngrams) were output. The information maybe useful for reading instruction. (Author/RD)

Explores the English language spelling system and the differences between written and spoken language. Points out that, although young children have a complex understanding of language, four-to-six-year-olds do not have the linguistic competence of adults. Explains how teachers can help in areas of difficulty. (JM)

Observes that children are ready to write when they understand what writing does, when they are interested in writing, when they want to communicate through writing, and when they understand that written symbols represent meaning. (RL)

Appraises the academic reception of McLuhan's ideas. Suggests how his insights can be applied within a systematic research tradition. (The author uses his own research on the bias of speech and writing as an example.) (PD)

Presents and analyzes two studies designed to test native speaker reaction to certain types of errors that speakers of English make when learning German. Aim was to establish the role of the medium, spoken or written, in evaluation of errors. Results show overall ratings of errors in written and spoken language are similar, although with…