Examines the language difficulties of an adult aphasic, particularly in the areas of reading and writing, in an attempt to fill a gap in the study of reading and writing pathology. (AM)

Discussed is how the studies of mathematics and language can illuminate each other in areas such as symbols, sentences, substitution, and patterns. (MP)

Describes a method for teaching French writing skills which consists of answering written questions on a text, followed by a creative writing exercise based on the model text. (AM)

It is argued that a student's poor written English is often bound up with his confusions about the content and rhetoric of his various disciplines. The use of language specialists to assist subject specialists in clarifying the nature and source of difficulty is seen as a possible solution to the problem. (JMD)

Two experiments examined characteristics of text that determine when a repeated noun has a clearly identified referent. Verbs and article modifiers appeared to influence whether a noun is merely a repeated word in a text, or whether it is redundant at the propositional level. (SW)

A warning about the alarming situation in which written Spanish finds itself, not only in the daily press but even in more literary publications. More and more popular expressions and corruptions are finding their way into the written language. Attention to this situation is recommended. (Text is in Spanish.) (AMH)

Identifies basic tasks in Chinese writing reform. These include simplification of characters, spreading the use of the standard vernacular, and spreading the use of phonetic spelling. (Author/DB)

A program to increase and encourage literacy in Tanzania is described: traditional stories were related by tribal elders, tape recorded, translated into the national language, printed, and distributed to individuals just learning to read. Cultural relevance of the stories should promote interest in continued reading. (AV)

Author claims that the essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that written language is different from spoken language. He argues that current instructional practices may hinder the learning of these insights and suggests ways in which parents and teachers may help children to…

Reviews one study of writing across the secondary curriculum and focuses on interrelationships of language development, research, and teaching. Advocates that school systems institute guidelines by which all teachers, regardless of their specialist areas, take responsibility for students' overall language development. (RL)

An important component of second language programs is the skill of understanding and using the graphic structure of language involved. Inadequate handwriting, poor layout, and difficulties in reading are primary symptoms of students with a weak grasp of the graphic structure. (CB)

Native and nonnative (Indians) English as a Second Language (ESL) teachers' evaluations of certain errors in the written English of ESL college students were compared. Results indicated that native and nonnative perceptions of error gravity were not alike, although both groups saw verb-related error categories like tense, agreement, and question…

The study evaluated the feasibility of using two commonly available peripheral devices (Apple Graphics Tablet and Power Pad) and specially developed software to help 12 moderately and severely retarded individuals to use written communication (Rebus symbols). Students learned the symbol processing system and used it effectively for personal…

Investigates the process involved in acquiring word knowledge from written context in prereading kindergarten children. Analyzes children's readings of picture books to identify patterns of vocabulary growth. Concludes that children learned lexicogrammatical information incidentally through exposure to written context. (MM)

Analyzes intermediate English-as-a-second-language learners' (N=63) written responses to high and low cognitive level questions. Results indicate that although the degree of linguistic inaccuracy remained stable, the higher order of cognition increased both the amount and the order of syntactic complexity of written English responses. (Author/CB)