The materials status report for Amharic, the dominant language of Ethiopia, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Amharic, the areas where it is spoken, its…

The materials status report for Khmer, the majority and official language of Cambodia, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Khmer, the areas where it is spoken,…

The materials status report for Sinhala, the majority and official language of Sri Lanka, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Sinhala, the areas where it is…

The materials status report for Mongolian, the official standard language of the Mongolian People's Republic, is one of a series intended to provide the nonspecialist with a picture of the availability and quality of texts for teaching various languages to English speakers. The report consists of: (1) a brief narrative description of Mongolain,…

This document accompanies the Conceptual Learning and Development Assessment Series I: Equilateral Triangle, a test constructed to chart the conceptual developemnt of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and…

This document accompanies Conceptual Learning and Development Assessment Series II: Cutting Tool, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data…

Both on-level and out-of-level tests were administered to third and fifth grade children in order to compare the scaled scores of different level tests of the same testing program and to discover whether the relationship between levels might be distorted by ceiling or floor effects. Only reading tests were used in this study. The Stanford…

In eight Title I classrooms 32 first grade students were observed as they completed reading and writing assignments without continuous teacher supervision. Observations focused on the students' immediate responses, such as attention, performance on the assignment, and reported understanding of the task. Two working hypotheses are presented about…

Four forms of a 36-item adaptation of the Stanford Achievement Test were administered to 484 fourth graders. External factors potentially influencing test performance were examined, namely: (1) item order (easy-to-difficult vs. uniform); (2) response location (left column vs. right column); (3) handedness which may interact with response location;…

This report is a cross-linguistic study that compares the sequence of emergence of semantic relations in English with the sequence of emergence of these relations in the acquisition of American Sign Language. American Sign Language (ASL) differs from English in modality (it is a visual-gesture language rather than an auditory-vocal one) and in the…

This study focused on linguistic analyses used in the PIF Project (Project in Error Analysis, Interlanguage Studies and Contrastive Linguistics), an ongoing study of learner language and a project in foreign language pedagogy. For the project, 120 Danish learners of English were divided into 12 groups representing different Danish educational…

An attempt was made to measure the language behavior of students in the upper elementary grades. The procedures and results of research in the following five areas are described in this report: (1) Relationship between the Linguistic Ability Test and the written discourse of fourth and sixth graders; (2) Comparisons of the discourse of fourth and…

Despite the growth of a variety of alternatives to the neighborhood high school, most students in big-city school systems still attend large comprehensive high schools that serve a particular residential area. The authors contend that the extreme concentration of educational need at these schools is often overlooked by policymakers, school reform…

This longitudinal study examines the acquisition of subject pronouns in third language (L3) production. Participants were 90 Basque-Spanish bilingual students, learning English as a third language in a formal setting in the Basque Country. All the participants, who had received the same amount of exposure to English, were divided into three groups…

Mathematics educators are concerned about students' lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students' difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study…