Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in 1972. (RS)

Each speaker-hearer commands a language system that he uses unconsciously as he speaks and writes. Discovery of the rules underlying that system shows the futility of some accepted teaching practices and suggests other approaches. (Author)

General conclusion is that children of 5 to 7 years of age seem unlikely to be able to respond to teaching methods based on the grammatical structure of sentences. (Author/MB)

After teaching the basic suprasegmental patterns, an ESL (English as a Second Language) teacher can profitably continue with those other patterns which are useful in distinguishing meanings and whose absence on the printed page will sometimes result in double meaning. (Author/JM)

Based on results reported in a doctoral dissertation completed at the State University of New York at Buffalo. Investigation carried out while the author held a National Institutes of Mental Health Predoctoral Research Fellowship. (VM)

Stresses teaching students to read critically and discusses the topical, semantic, and structural factors which affect the reader's ability to distinguish fact from opinion. Bibliography. (RW)