Selected studies in three areas of second-language classroom process research are reviewed: the linguistic environment of instruction, patterns of participation, and error treatment. Also reviewed are recent applications of introspective or mentalistic research to the problem of describing the second-language classroom experience. (MSE)

Helping students understand the round-off error is the focus. A computer program for Fibonacci numbers illustrates the point, which is then described mathematically. (MNS)

Concludes that there is a predictable error pattern between independent, instructional, and frustration reading levels for both American and English-as-a-second-language adults. (FL)

Concludes that the misspellings of poor college-age readers have more internal errors and more dysphonetic misspellings than those of good readers. Offers suggestions for instruction based on these findings. (FL)

Lord's, Millman's and Saupe's methods of approximating the standard error of measurement are reviewed. Through an empirical demonstration involving 200 university classroom tests, all three approximations are shown to be biased. (Author/JKS)

Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. (Author)

The purpose of this report is to make a tentative contribution to the knowledge of students' understanding of the significance of numerical information. The article relates to a study made by the author. (Author/MK)

The precision of measurements in today's society is discussed and is related to the range of uncertainty or variation of measurement. Numerous examples provide insight into the margin of error in any measurement. The issue of uncertainty is particularly applicable to levels of toxic chemicals in the environment. (SA)

The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)

It is asserted that many errors in a foreign language result not merely from inaccurately learned grammatical items or structures but also from failure to understand the meaning distinctions indicated in the grammar of the new language. Implications for language teaching are discussed. (Author/RM)

This article discusses the relationship in language instruction between the verbo-tonal system of phonetic correction and a structuro-global audio-visual method which takes the communication aspects of language learning into account. (Text is in French.) (CLK)

Conclusions reached by recent studies of errors of students learning a foreign or second language give weight to the argument that an error analysis hypothesis could be used as a criterion for preparation of instructional materials. Error analysis reveals the learning strategies and processes in language education. (CHK)

Interviews conducted with each of 35 sixth graders who made errors on the Metropolitan Achievement Test showed little evidence that poor reading abilities affected children's success on word problems. (DT)

Identifies three types of translation blunders found in international business communication: those due to carelessness, those due to words having multiple meanings, and those due to idioms. A number of mistakes from actual advertising mistranslations are included as examples. (Author/CK)

Examined relations between algebraic word-problem attributes and students' strategies, errors, and problem difficulty. Found that constructed responses capture strategy formulation and high-level planning--as do traditional measures of quantitative reasoning--but are more sensitive to individual problem characteristics and procedural errors that…