Research funded by a contract from the U.S. Office of Education to Rutgers University. (DS)

Outlines the remedial program at Quinsigamond Community College in Worcester, Massachusetts, which is designed to reduce the high dropout rate in junior colleges. Bibliography. (RW)

The possibility of learning grammatical sequence patterns independently of any association between particular words is demonstrated through the use of substitution drills. (Author/FWB)

Ideas for incorporating five essential writing skills, identified by the Texas Assessment of Basic Skills, into elementary social studies courses are presented. These include spelling, organizing ideas in writing, a knowledge of standard punctuation and capitalization, ability to control sentence structure, and use of legible handwriting for…

The effect on reading comprehension of manipulating the degree of sentence combining in a passage was assessed for college students and eighth graders. It was found that lower readability level material, as measured by common readability formulas, does not facilitate comprehension for either group, and may actually impede it. (Author/MSE)

Investigates sentence processing in a visual-gestural language by testing signers' recognition for American Sign Language sentences. Results indicate that signers decompose a complex sign into its lexical and inflectional components during sentence comprehension and remember the meaning expressed by these components rather than remembering the…

The sentence structure in 64 academic journals representing the humanities, social sciences, natural sciences, and engineering was examined to determine (1) what structures are common to all academic writing, (2) the range of variation within academic writing, and (3) the extent to which sentence structure differs in the academic areas. (HOD)

Spanish-English bilingual and English monolingual children imitated Spanish and English lexical and syntactic constructions. Lexical items contained "high risks" phonemes. Sentence constructions emphasized plurality, possessiveness, and adjective-noun word order. Monolingual and bilingual children did not differ on English imitations; bilinguals…

The speed at which sentences with various kinds of violations could be rejected was studied. Compatible with the sequential model was the finding that noun-verb and adjective-noun double violations did not result in shorter reaction times than noun-verb single violations, although double violations were judged less acceptable. (Author/RD)

Descriptive grammars based on sets of rewrite rules were constructed to summarize the structure and organization of 120 entries in a second grade student's journal of class news. These rules illuminated the relationship between experience, abstraction, and generation of structure, and the use of structure to express complex thoughts. (PMJ)

Describes a sequence for teaching the Russian passive construction to exemplify how a learning sequence based on a contrastive analysis and on error analysis can lessen student errors. These errors are caused either by interference from the first language or over-generalization in the second language. (PMJ)