Formative evaluation of language learning is recommended, using as an example a coding method for correcting errors and indicating progress made on written assignments. The technique focuses on student self-correction and has the additional advantage of helping the teacher monitor instructional needs. (MSE)

Discusses routine classroom language teaching techniques and conventional teacher behaviors that are resistant to change and that may inhibit the use of more effective language teaching strategies. Makes suggestions for alternatives, such as emphasis placed on discourse rather than grammar, and self-evaluation as an alternative to normative…

Discusses the nature and causes of a common problem encountered by elementary English-as-a-Second-Language learners in Hong Kong--the placement of the intensifying adverb "very" in sentences involving a degree expression. Suggests an algorithmic approach to error correction to help students overcome the problem. (Author/VWL)

Studied the relationship between parents' correcting of childrens' sentences and children's subsequent grammaticality. Found that parent's language corrections are related to children's subsequent grammaticality but that recasts of incorrect sentences serve as negative leading indicators of grammaticality. Also shows that correction and negative…

This paper examines the teacher-student relationship in the foreign language classroom, focusing on how the teacher runs the class, the kinds of control required, and the rules governing the delegation of control. It reviews research on teacher talk, error correction, questioning of students, and wait time for student responses. (MDM)

This study analyzed error recovery patterns based on eye movement measures of sentence parsing, across reading level and error type, in 10 adolescents with reading disabilities and 10 controls. The groups' error recovery strategies were similar in pattern and frequency; patterns were largely organized, strategic, and efficient; and multiple…

Seven students (ages 10-13) with learning disabilities were introduced to the write-say method, which provides immediate visual and auditory feedback following the administration of a daily spelling test. Compared to studying words on one's own, the write-say method significantly enhanced subjects' spelling accuracy in a brief period of time.…

Presents an activity applicable at the beginning of the year to review necessary algebra concepts that are often misunderstood by students. Presents a true/false worksheet made up of examples illustrating common algebra and trigonometry errors made by students. (MDH)

Discusses the role of academic librarians as mediators between the scholar and the information system. Censorship through academic peer review is described; censorship and suppression that takes place during academic controversy is addressed; and examples of suppression and censorship, including the correction of errors and conflicts of interest,…

"One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context.…

Discusses the use of feedback from students and the analysis of students' error patterns to understand why students develop misconceptions in mathematics. Looks at learning vis-a-vis the abstract nature of mathematics and the students' cognitive development. (MDH)

The applied linguist, who most commonly uses interlanguage analysis for nonstandard language forms, and the language teacher, who relies heavily on error analysis, each need to learn the usefulness and viability of the other method in his own professional context. Examples focus on the written preterit form in Spanish. (44 references) (Author/MSE)

This study of 36 backward readers (mean age=111 months) from the Netherlands determined that repeated reading-while-listening of the same text did not lead to better results (except in reading speed) than reading different texts, and asking readers to detect mismatches between written and spoken texts did not improve performance. (Author/JDD)

Honest errors appearing in textbooks, articles, and instructor-generated assignments are used as meaningful vehicles of instruction. Missing information, corrected printing errors, deliberate errors, and difficult written passages are discussed as sources of errors. How to use errors in assignments, classroom examples, examination questions, and…

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)