Concludes that teacher guidance affects learning disabled students' recall and comprehension of goal-relevant information but that neither text organization nor age level is associated with degree of recall and comprehension. (FL)

The efficiency of language teaching that employs requests and information solicitation is demonstrated. Pre- and post-test scores of students and videotapes of their teacher-initiated verbal interactions shows a direct relationship between language improvement and the teacher's use of imperatives, indicating the potential value of…

Presents a case study suggesting that teachers who know how to analyze adult literature can use similar skills to analyze children's stories, leading to an increased understanding and sensitivity of the child's creative efforts. (RL)

Suggests that young children use their expectations of a context-specific, normal range of pause duration in timing the onset of a turn at speaking. (FL)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Discusses the history of high interest-low vocabulary books, from their appearance in 1925 to implications for their future use. (MKM)

Reviews the central principles of conversational organization and characterizes conversational argument in terms of these general principles. Discusses enthymemes and why they are the substance of persuasion. (JMF)

Discusses the theoretical and practical foundations of grammatical terminology defining the relationship with linguistic terminology and with the general lexicon. Devotes particular attention to the analysis of the semantic and syntactic properties of grammatical terms, to the various types of neologisms, and to the structure of the definitional…

Reviews various approaches to the description of conversation and discusses the role of conversational discourse dimensions. Mentions the participants' assumptions about conversation and strategies, in relation to the acquisition of conversation skills in a second language. Also examines the effects of transfer of L1 conversational norms into a…

This study examined the discourse-processing operations of children identified as good and poor readers. It entailed comparing subjects' memory of text to the content and structure of the text itself. Findings indicated differences in both the quality and quantity of student recall. (MKM)

Proposes a top-down procedural model for the dynamic extraction and use of context structure to resolve references. (FL)

Outlines some problems that emerged when speech act theory was applied to the analysis of natural discourse, traces these problems to basic flaws or misconceptions in J. R. Searle's theory, and proposes an alternative view of speech acts within the complex organization of discourse processes. (FL)

Memory representations of statements from a story were predicted to cluster into separate episode chunks in memory. It was shown that the recall of episode depends on the length of that episode, but not on the lengths of other episodes. The chunking idea was confirmed. (SW)

A technique was devised for constructing a text story which subjects agreed matched the dialogueless movie "The Red Balloon" in episodic structure. It relies partly on subjects judging where episodes and their components were located in the stories. Differences in content in movie and text recall are discussed. (SW)

Provides several research questions regarding discourse theory, which can be answered by classroom teachers of writing using their students' writing. (DD)