When asked to read and write a given story, 20 hearing students recalled significantly larger numbers of propositions than 20 deaf high school students, but both deaf and hearing students recalled similiar numbers of story inferences in their written narratives. (Author/CL)

A study of the written language test performance of a grade four learning-disabled French Immersion student revealed notable qualitative improvement between pretest and posttest settings concurrent with either minimal or no quantitative improvement. These observations suggest that standardized test instruments may not be the most appropriate tool…

Describes the fundamentals of Japanese braille and outlines the spacing rules now in general use. Points out the relevance of Japanese braille for the computer treatment of the Japanese language. (FL)

Results showed: (1) the dyslexic student produced syntactically complex structures comparable to nondyslexic writers; (2) primary semantic errors were inappropriate word choices and incorrect determiners; (3) the major problem with organization involved difficulties with expanding an idea and (4) metacognitive strategies included difficulties with…

Exposing young children to written language helps prepare them for reading. (RB)

Coaching is the central activity in the "game" of teaching, and it is an activity that can have a lifetime effect on language learners. This book presents a "coaching approach" to instruction in written language--an approach that is eclectic, pragmatic, synthetic. The approach in the book centers on finding balance--ways of…

This textbook is a first reader that focuses on moving children from spoken to written vocabulary and recognizing by sight words already familiar by sound. The combination of construction with interpretation, of writing with reading leads directly to intelligent understanding and expression of thoughts on the written or printed page. It is…

This textbook is a fourth reader that uses supplementary reading, memory exercises, exercises in oral and written expression, vocal training, and phonic analysis. Poetry, prose, and biographies are included.

The editor of Elementary English'' discusses editing procedures now that an important new aspect of editing has been added, the avoidance of sexist use of language in all National Council of Teachers of English publications. (RB)

Results indicate that increasing sentence length decreased recall and that objects were recalled more easily than verbs. (RB)

This study gives factual information on the current usage of 29 items by American writers, based on the Brown University Corpus of American English, a selection of samples of prose, coded on magnetic tape in a format accessible to computerized inquiries. (Author)

Provides teachers with an understanding of how sighted children develop concepts about print and how blind children develop concepts about braille. Prereading activities designed to extend young children's concepts about print are adapted for blind children. (HTH)

Titular colonicity (presence of colon in title) is shown to index the progress of scholarship over a century. Analysis of 1,150 titles in education, psychology, and literary criticism reveals use of the colon in the majority of contemporary titles across disciplines, thereby demonstrating the progressive complexity of scholarship. (Author/MLW)

Concludes, from a study of 60 sixth, eighth, and tenth graders, that a closer correspondence between orthography and phonology seems to develop with age and exposure to written language. (DD)

Drawing on a corpus of spoken and written German obtained from the "Institut fuer Grunddeutsch," it is shown that the dative ending -e which occurs in strong masculine and neuter nouns is disappearing, especially in spoken German. (IFS/WGA)