This study of 461 Colorado students (ages 7-18) with deafness or partial hearing investigated the students' psychoeducational development by age and hearing loss, including syntactic comprehension and production, reading comprehension, social maturity, speech intelligibility, and math calculation skills. Traditional standardized measures of…

Examined effects of computers on writing efficiency and quality among intermediate learners of Japanese. Subjects corresponded with Japanese peers by email and took computer and hand-written tests. Response times, accuracy rates, and t-units were compared. Results suggest learners benefited from computer writing. (VWL)

Shares the attempts of one teacher to structure a program that allows students to learn and grow as a community of readers and writers through the use of a response-centered curriculum. (MG)

The purpose of this article is to help teachers and students understand the various forms used for scientific papers and reports by presenting formats that are generally accepted by the scientific community. Highlighted are the areas of format and style. Seven references are listed. (CW)

Discusses strategies (based on S. I. Hayakawa's abstraction ladder) to encourage connected thinking in student writing. Describes a recent cross-disciplinary workshop seeking to improve student essay writing and evaluation. (KEH)

Examines professors' resistance to implementing writing as learning. Contends that certain strategies can help inhibited teachers become receptive to writing-intensive courses. Combines strategies with surveys and observations of faculty implementing writing-intensive courses to produce a specific sequence of steps for overcoming professor…

Contrasts a recent collection of "best" student essays with a report reviewing a 1929 test in English that was used for making college admissions decisions. Concludes that writing teachers have been as much or more interested in who they want their students to be as in what they want their students to write. (RS)

Decries the emphasis in foreign language curricula on rapid attainment of speaking skills. Advocates eliminating formal speaking exercises and focusing on reading and writing skills, with intensive English grammar review at regular intervals, for the first two years of foreign language training. (SR)

Replicated and extended previous research on the relationship between oral and written communication by administering referential and explanatory communication tasks in both speech and writing to elementary school children. An independent measure of social cognitive ability was administered. (47 references) (Author/OD)

Discusses the use of writing assignment in mathematics class. Provides a peer-conference checklist and samples of students' works. Describes some of the experiences, types of assignments, and grading. Seven references are listed. (YP)

A survey of 23 scholarly journal editors in five countries concerning the qualities of acceptable and unacceptable articles is reported. Common problems, ways of improving manuscript quality, the role of the reviewer, and practical suggestions for aspiring authors are addressed. Emphasis is placed on getting published. (Author/MSE)

Introduces Learning Through Art: The Guggenheim Museum Children's Program which is a creative approach to improve the reading and writing achievement of students scoring below the national average. Artists and selected teachers in participating New York City schools conduct workshops in which children are encouraged to express their feelings about…

Argues that the introductory history course should focus on teaching students to find, evaluate, and present information in a coherent manner rather than merely present a cluster of facts to be memorized. Suggests an article review assignment which teaches students to effectively evaluate and communicate knowledge. (LS)

A study compared the writing productivity, syntactic maturity, vocabulary, and mechanics of 48 learning-disabled and 48 normally achieving students in grades 4, 8, and 11. Learning-disabled students' written products were shorter, contained fewer sentences with more words per sentence, included fewer long words, and had more spelling and…

Teacher ratings on reading recognition, reading comprehension, arithmetic, and written expression revealed that behaviorally disordered and learning-disabled adolescents (N=200) were seen as performing significantly below expected levels of achievement. Differences between behaviorally disordered and learning-disabled students appeared to depend…