An effective approach to minimizing the difficulties ESL learners have with the English verb phrase is to associate a clear function with each form. Three main contexts for teaching and lines of development are discussed. (Author/ND)

Teacher accountability should be a means of improving instruction and renewing professionalism. Accountability should alleviate problems of articulation between the various levels of foreign language study. The measurement of achievement would be improved by initiating positive evaluation based on minimal performance objectives. (Author/RM)

Part II of the first author's PhD dissertation, submitted to McGill University, Montreal, Canada (1965).

Introduction to the Grade Teacher special report, "Linguistics and the Language Arts.

The author first reviews traditional approaches to classroom spelling instruction, then presents research on remedial spelling instruction for learning disabled children. Section I considers factors which make spelling harder than reading, the history of traditional spelling instruction from Colonial times to the 1950s, the generalization…

This study considers whether or not the various sentence structures in standardized reading tests cohere to facilitate the extraction of information. In the context of the theoretical framework of the study, a schema theory of reading, a diffuse discourse structure may legitimately activate more than one way of conceptualizing an answer to a test…

A study used children's definitions to explore the culture of the classroom from the perspective of the child. Definitions for school-related terms were elicited from first graders in two classrooms of a public elementary school in the Chicago metropolitan area. After having been acclimated to the presence of the researchers, the students were…

Three arguments are generally advanced about why language testing is not more familiar to teachers. The arguments are that the material on testing is not readily available or relevant to teaching, that it is out of date, and that it is not taught in teacher training or in-service training. A review of research led to inconclusive evidence on the…

This series, designed for use in inservice teacher workshops, addresses the question, "How do children and teachers use language to get things done?" The transcribed classroom discourse presented and discussed in each volume illustrates functional language in a real context based on the videotaping of undoctored classroom events from…

This series, designed for use in inservice teacher workshops, addresses the question, "How do children and teachers use language to get things done?" The transcribed classroom discourse presented and discussed in each volume illustrates functional language in a real context based on the videotaping of undoctored classroom events from…