Critically analyzes Paul J. Schafer's advocacy (in Return to Normalcy," Elementary English," vol. 47, no. 5 (May 1970), p. 671--see TE 200 730) of a return to the teaching of traditional grammar. (SW)

Indicates that segmenting sentences into meaningful units improves reading comprehension through simplifying the syntax of complex sentences and cueing the reader as to the relationship among intrasentence phrases. (AEA)

Current popular texts are reviewed to suggest which are most useful in teaching word order in introductory Russian. Recommendations are also made about how and when to introduce word order, intonation, and sentence stress within the course. (MSE)

Examines whether a discourse consistent with functional sentence perspective (FSP) theory, which predicts how units of information should be distributed in a sentence and how sentences should be related in a discourse, is more memorable and readable than one contradictory to FSP. (HOD)

Reports on a study that investigated the position of text line break with respect to the phrase structure of a sentence in order to determine its effect on children's reading fluency. Concludes that line breaks within and between phrases cause less disruption when they occur near the end of a sentence. (FL)

Discusses using structure drills in the foreign language classroom including use of same grammatical structure with slight variation, notional/functional drills, and situational dialogs. Suggests necessity of looking more closely at techniques in order to better understand teaching operation. (Author/BK)

This study examines the receptive skills of severely deaf subjects employing either oral or total modes of communication in the comprehension of a wide range of syntactical and semantic structures. For almost all types of structures investigated, the total system was found to be the more effective method of communication. (Author/SJL)

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

Describes three experiments that investigated the influence of a context sentence on the processing of a subsequent sentence. Concludes that context can affect within-sentence processes in comprehension. Test materials used in the experiments are appended. (FL)

Suggests that teaching students to achieve coherence involves teaching them what it means to plan and to move up and down a hierarchy of abstraction as well as teaching them to build cohesive links into their writing. Describes a program for teaching coherence. (RL)

Described is a fourth-grade classroom teacher's approach to studying English grammar. She adopts a surgical approach to analyzing grammar, with students acting the part of surgeons. For example, an adjectomy is the removal of adjectives from a sentence. (KC)

Comparing 9-12-year-old readers with college student readers, two experiments were conducted to determine how youngsters differ from adults in their ability to identify meaningful units in a written passage, how they are affected by sentences of increasing difficulty, and whether they are aided by either shorter sentences or meaningful…