This article explores issues to be addressed in testing the validity of proposed correlations between the rise of a certain class of words and the development of literacy. Possible correlations point not to writing but to the language of law courts, feudal practices, and rhetorical debate in the Middle Ages. (Author/MT)

Questioning the emphasis on the promotion of literacy among Third World nations, the authors discuss the impact of literacy on a previously oral culture, the changes that reliance on the written word make in the perception of reality, and the potential loss of collective memory and community spirit. (SK)

Examines ways in which visible language works with or against an accompanying image to produce desired effects on a reader or spectator and investigates the role that fiction and myth play in life, using a book cover and comic strip illustrations as examples. (DF)

Argues for the analyzing, studying, and describing of text pages as configurations of columns and lines and as constallations of alphabets. (FL)

Analyzed university documents for sex-linked and sex-neutral language to measure the impact of regulation on language change. Compared documents from 1969-1972 (N=50) with matching documents from 1978-1979 (N=200). Findings showed newer documents contained significantly fewer sex-linked language items and markedly more sex-neutral items than the…

Junior and senior high deaf students can be encouraged to write by relying on everyday experiences brought to light by such tasks as inventories and lists, scrapbooks, notes and diaries, letter writing, and dialogs. (CL)

Surveys 12 types of syntactic ambiguity in written English. Gives the structural characteristics, their causes, and ways of resolving the ambiguity for each type. (EKN)

Discusses whether to prepare the child for reading instruction, or tailor the reading instruction to the child. (RB)

Discusses the effect of orthographical systems on literacy attainment; the uses and advantages of phonemic spelling are presented. (Author)

Revision of an article in Colloquia Germanica", n2-3 p268-288 1970. (RS)

Written composition is very important to the student. When being taught how to write a composition, he should also be instructed how to revise one. (MR)

Spelling must be taught from three vantage points: phonetic, linguistic, and mnemonic." Article contains practical suggestions on classroom techniques. (Author/SP)

The results of the nine experiments summarized indicate that (1) headings aid recall, search, and retrieval from both familiar and unfamiliar text; (2) position of heading (marginal, embedded) has no effect; and (3) low-ability subjects appear to do better when headings are questions on the recall task rather than statements. (EAO)