Provides a number of teaching ideas designed to show what cohesion has to do with children, books, and teachers. (FL)

Examines the comprehensibility of textbooks in the dual perspective of literary quality and reader perceptions of text structure. Suggests a nine-step procedure for analyzing comprehensibility of texts in ways that go beyond standard readability approaches. (FL)

Describes a lesson designed to lead students to explore the language structure of the language rather than merely memorize grammatical rules. (FL)

An encoding algorithm uses empirically determined confusion matrices to activate units in an alphabetum and a lexicon to predict performance of word, orthographically regular nonword, or irregular nonword recognition. Performance is enhanced when decisions are based on lexical information which constrains test letter identity. Word prediction…

Proposes a technique that uses the details and patterns of stories to help children understand literature. Illustrates how the procedures could be used with "The Hobbit." (FL)

Discusses various theoretical approaches to the semantic analysis of lexical units, focusing on the componential or axiological approach which defines a unit's semantic "value" as the combination of certain distinctive features. Concludes that this approach, so far, has not offered much practical assistance to translators faced with…

Presents study designed to investigate production of certain structures in French by native-speaking French Canadian children using the Bilingual Syntax Measure. Data show no difference in production for structures studied across ages; however, significant difference was found in extent to which structures were produced correctly. (Author/BK)

A source of regularity in sentence construction is the recurrent use of certain fixed syntactic formats in explaining, describing, etc. Subjects exploit these regularities in sentence perception. An experiment on the perception of "perverse" sentences shows that listeners assimilate some of the features of sentences to "formulation frames."…

Describes study designed to contribute empirical evidence about syllables from native speakers' actual syllabification of words and determine how evidence reflects on syllable theories proposed. Concludes speakers can recognize and isolate basic syllables as phonological unit within words; there are basic constraints on shapes of syllables all…

Considers whether linguistic models can be used to examine how information is structured in the screen media. Highlights differences between language and screen media that make the transference difficult. Raises interesting questions about media literacy and whether screen media may have important perceptual and cognitive effects. (JMF)

Examines the tagmemic heuristic for invention and proposes a revision in the tagmemic heuristic as currently formulated, designed to make it more useful. (FL)

The parameters that help learners decipher imperfective usage (particularly KF) in Russian are described. Subcategories of KF which do not overlap are analyzed through their contextual usage in detective stories. Suggestions are made for helping learners decode KF in speech and writing. (PMJ)

Notes the advantages of using a structuralist approach in poetry instruction. Shows how a structuralist approach makes the reader conscious of operating within a network of signifying systems, and of the relation of those patterns to larger, "external" signifying systems. (RL)

Presents examples of syntactic structures that may confuse children when reading. Suggests ways in which teachers can help overcome problems presented by these structures. (FL)

Discusses the difficulty in recognizing and expressing the formation of concession and counter-assertion. Words like "although" and "if," while familiar in other contexts, present problems when used for these functions. While the markers for concession are interchangeable, those for counter-assertion are not. Two different types of…