Paper read at the Second International Congress on the Teaching of Spanish held February 1971 in Madrid, Spain. (DS)

Based on a paper read at the third Annual Conference of the International Association of Teachers of English as a Foreign Language in London, England, December 1969. (DS)

Suggests that by reading aloud, students may come to a greater awareness of the three subsystems of the English punctuation system--inclusion, sentence stops, and sentence marks. (HOD)

It was hypothesized that children may experience more difficulty in interpreting "after" than "before" because the sentence typically used in comprehension tasks facilitates dependence on sentence-processing strategies effective with "before" sentences but only partially effective with "after" sentences. For…

One problem with readability formulas is that they are generally calculated on factors at the sentence and subsentence level. However, the representation of text through information structures is equally important. The complexity of information structures and their realizations will affect reading difficulty and should be incorporated into…

Discusses the benefits of short answers and how they differ in German and English. Provides hints on how to teach students to produce reduced answers that are grammatically acceptable in spoken German. (EKN)

Children were asked to judge/correct sentences in which verb pairs, as predicates, could be associated with propositions or "arguments" which were obligatory for one verb and optional for the other. Results indicated gradual progression with age from initial ignorance to adultlike representation of obligatory and optional arguments for each verb.…

Constraint on syntax may be reflected in the transient processing demands of lexical retrieval suggesting syntactic-lexical processing interaction. The syntactic structure of utterances appears sensitive to the accessibility of lexical information with more accessibility occurring earlier in sentences. Models of interactions within a…

Presents study which explored metalinguistic abilities of prelingually deaf children who are users of Signed English with regard to their explicit segmentation of Signed English sentences into words. Subjects exhibited varying abilities that increased with age and were similar to developmental patterns in hearing populations. (Author/BK)

Describes a technique that draws upon popular children's literature to help children learn more complex sentence structures through a sentence modeling cycle. Lists books that are appropriate for use with the technique. (FL)