"One size fits all" literacy instruction works against the success of limited and non-English speaking students. Process instruction, tailoring literacy education to account for students' linguistic and cultural diversity, must begin with the premise that each learner brings a valid language and culture to the instructional context.…

Discusses the use of feedback from students and the analysis of students' error patterns to understand why students develop misconceptions in mathematics. Looks at learning vis-a-vis the abstract nature of mathematics and the students' cognitive development. (MDH)

The applied linguist, who most commonly uses interlanguage analysis for nonstandard language forms, and the language teacher, who relies heavily on error analysis, each need to learn the usefulness and viability of the other method in his own professional context. Examples focus on the written preterit form in Spanish. (44 references) (Author/MSE)

This study of 36 backward readers (mean age=111 months) from the Netherlands determined that repeated reading-while-listening of the same text did not lead to better results (except in reading speed) than reading different texts, and asking readers to detect mismatches between written and spoken texts did not improve performance. (Author/JDD)

Honest errors appearing in textbooks, articles, and instructor-generated assignments are used as meaningful vehicles of instruction. Missing information, corrected printing errors, deliberate errors, and difficult written passages are discussed as sources of errors. How to use errors in assignments, classroom examples, examination questions, and…

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)

Describes three basic variations on the process approach to teaching writing witnessed while observing over 300 secondary English teachers: the "classic" process approach, the "antigrammarian" approach, and the "five paragraph" approach. Argues that the idea of error must be allowed back into the classroom, and that lockstep allegiance to a set of…

Examined whether negotiated help provided within the learners' zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learners' ZPD. Data were collected during tutorial sessions on writing English compositions by two Korean learners of English. Findings provide support for a consciousness raising…

Reports on a study of grammar checker usage that surveys the steps taken to successfully integrate it into the curriculum of an advanced level French course. Identifies the pedagogical limits of computer-based grammar checking, explores practical applications, measures short- and long-term effectiveness, and considers the role of self monitoring…

Suggests and illustrates three areas for investigation: effects of error on teachers' processing of student writing; relationship between error and teacher's construction of the writer's persona; and the relationship between the changing status of socially constructed norms of language use and response to error. Advocates greater focus on…

Investigates three growing areas in language teaching: induction, the use of concordances, and self-correction. For a class of Thai university students, lexical items causing writing errors were identified. Students made concordances of the lexical items from the Internet and than induced patters from the concordance to apply in self correction of…

Examines whether artificially manipulating specific typographical conditions in which text is proofread promotes better initial recognition of deviant spelling. Involved 60 Spanish native speakers enrolled in an undergraduate writing class, all of whom had been previously designated as underachieving. (Author/VWL)

Investigated university English-as-a-Second-Language students abilities to self-edit texts across three feedback conditions: errors marked with codes from different categories; errors in the same five categories underlined but not otherwise marked or labeled; no feedback. Both feedback groups outperformed the no-feedback group in self-editing;…

Focuses on error correction strategies employed by learners of Japanese when revising their written work. Investigates the effectiveness of the coding system employed by a university entrance assessment in Australia; types of code symbols that lead to successful self-correction; strategies used for self-correction; and successful and unsuccessful…

Describes theoretical and practical considerations related to the provision of feedback in the written compositions of advanced foreign language learners of French. Discusses the approach taken to teaching and assessing writing skills of students and considers how using a computer-based composition annotation program can contribute to reduction of…