Describes the organization of classroom Reading Learning Stations as one way to provide individualized learning experiences. (RB)

Five types of dialogs are discussed and examples of each are given. (FWB)

Understanding the involvement of reading skills with the development of musicianship may help to differentiate between the pupil who really has no musical talent and the one who is merely defeated by a lack of competence in the required reading skills. (Author/JB)

The author urges that children's natural sense of design be stimulated in their early years. Too many teachers, she says, place exceptional emphasis on technique and realism. Instead, students should be encouraged to enjoy visual relationships and learn the vocabulary they need to discuss visual qualities with the teacher. (PD)

Reports topics and institutional sponsors of 1969 Australian research into the teaching of English. (SW)

Reports on Project Muse, Hunter College, New York, which has explored ways of using the camera in the teaching of reading. (NH)

A parent diary was used as part of an assessment of a 26-month-old severe-to-profoundly hearing-impaired child's expressive language. The diary data, which is appended, were used to obtain information about the child's expressive vocabulary, mean length of utterance, and verbal, semantic, and pragmatic performances. (Author/SEW)

Presents study in which eighth and superior fifth graders were given a vocabulary test consisting of simple words and derived words. Results show superiority of fifth graders was greater for derived words due to their tendency to analyze these words into roots and suffixes. (Author/BK)

Presents a method for impressing upon students the need for more precision in language usage. (FL)

Argues that syllabication is a highly sophisticated skill requiring extensive knowledge of types of syllables, vowels, and consonants and their various graphic representations, and that syllabicating words in terms of sound patterns may give divisions that are more consistent with speech patterns. (FL)

Describes experiment involving categorization of foreign words into abstract and concrete ratings to determine which were better learned under word pair and context conditions. Native language sentences were prepared in which foreign words were inserted to test whether foreign language students could correctly choose native words to replace…

Concludes that substituting easy for difficult vocabulary words makes text easier to comprehend, and that redundant information in a text contributes to successful text comprehension. (AEA)