Discusses the role that language plays in education, with particular focus on the importance of dialog in learning and teaching. Suggests that while there is need for agreement about the outcomes to be aimed for, and genuine concern for equity and improvement in standards, a full recognition of the value and problems of diversity and acceptance of…

Focuses on how to define "writing" that can account for the interplay between spoken and written expressions, among other things. Specific sections discuss the definition of "writing," the concept of writing and the future development of writing, "integrational semiology," closing in on writing or excluding its more recent developments, and a…

Argues that the solution to underachievement in mathematics lies in explicit teaching of non-narrative genres and a recognition of a mathematical tradition that lies outside of individual authorship. (Author/JL)

Learning disabled students (N=22) with documented learning disabilities on standardized tests at beginning and end of one school year were evaluated. Neuropsychological measures were also administered. Subjects demonstrated impairment on neuropsycholgical measures. By the end of the year subjects had improved in written language. Results suggest…

Uses case studies to address the tendency of second language (L2) writing instruction and research to overlook the voices or identities already possessed by L2 writers. Examines the role voice can play as a means for investigating and understanding the voice-related issues mature writers encounter in L2 contexts. (Author/VWL)

Argues that researchers should approach language learning memoirs as a genre and not simply as ethnographic data, subject to content analysis. Using gender as a case in point, analyzes 16 full-length language memoirs and seven essays within a theoretical framework, which combines sociohistoric, sociocultural, and rhetorical analyses of the…

Tests the effectiveness of written recasts versus models in the acquisition of the aspectual distinction between two past tenses in French, the "passe compose" and the "imparfait" with a pretest, repeated exposure, and posttest design. (Author/VWL)

Investigates the redundantly marked comparative "worser" in relation to its irregular, but etymologically justified, counterpart, "worse." Examines the diachronic development of the form as well as its distribution in the written language of the 16th and 17th centuries. (Author/VWL)

Establishes the role of the written name as transitional object which reaffirms preschoolers' self-concept and initiates them into the community of producers of written language. Outlines the conceptual framework to reveal the significance of the written form of children's names, and explores the role of the personal name in relation to…

Explores the function of items of procedural vocabulary as signals of conceptual relations in scientific discourse. Procedural vocabulary consists of lexical items that do not belong to any particular schema. Develops a taxonomy of procedural items in terms of the contextual relations they create between content-bearing words, classifying the…

Explores two forms of workplace literacies that served as instruments of management in a community mental health boarding home established for middle-aged women, and summarizes key issues that emerged from analysis of textual ethnography. Examines the record of textual mediation of workers and residents in an extensive, anecdotal workplace text…

Children affected by dyslexia exhibit a deficit in the categorical perception of speech sounds, characterized by both poorer discrimination of between-category differences and by better discrimination of within-category differences, compared to normal readers. These categorical perception anomalies might be at the origin of dyslexia, by hampering…

Writing and speaking are clearly related activities, but the acts of production are different. To what extent are the underlying processes shared? This paper reports three experiments that use syntactic priming to investigate whether writing and speaking use the same mechanisms to construct syntactic form. People tended to repeat syntactic form…

Three children with developmental disabilities were taught to initiate social interactions to typically developing peers using scripts (Krantz & McClannahan, 1993). Scripts were statements written on a page or recorded onto audio cards that were repeated by the participants. A multiple-baseline-across-participants experimental design was used to…

The role of phonological coding for character identification was examined with the benefit of processing parafoveal characters in eye fixations while reading Chinese sentences. In Experiment 1, the orthogonal manipulation of phonological and orthographic similarity can separate two types of phonological benefits for homophonic previews, according…