Response to Robert A. Hall, Jr.'s article, "Why a Structural Semantics Is Impossible," Language Sciences, n21. (DD)

The placement or ordering of items on behavior rating scales which elicit extreme responses (anchor stimulus items) affect the responses given to neutral items. (DG)

The purpose of this paper is to justify a technique, called reconstruction, that provides for the inclusion of implicit information in content analysis. (CK)

Special issue devoted to teaching Level II French. (DS)

Expanded version of an address delivered at a conference on English in Continuing Schools," on February 4, 1970, at Bielefeld, West Germany. (DS)

Compares 512 second and fifth graders' oral main idea responses to three paragraphs read silently and concludes that main idea responses increase in quality across grade level and that responses to paragraphs differ according to content. Bibliography. (MD)

Investigation of the influence of using each of three language units of analysis on the assignment of data to the comprehension categories for recall analysis revealed significant correlations between corresponding categories for two of the units of analysis but a different category profile for the third. (SB)

Compares discourse in several different media and finds that strict sequentiality is not a universal feature of discourse. Concludes that discourse in nonreal time media, such as electronic message systems, has multiple threads. (FL)

Reports that results of two experiments designed to assess the effects of text cohesion and schema availability on children's comprehension of social studies passages that varied in vocabulary difficulty failed to support expectations based on the interactive theory of reading. (FL)