Presents the findings of a recent study on the writing and reading achievement of low SES children. Concludes that there is a need for more emphasis on writing for these children. (JL)

This article describes procedures used at Pennsylvania State University to assess basic skills of applicants to the secondary school teacher education program. Tests given prior to student teaching assignments measure reading, writing, and speaking competencies. Test development and validation activities are explained. (PP)

A method is proposed to tie good writing skills to science and engineering curriculum without actually teaching writing. It encourages students to explain in writing the reasoning behind solutions to technical and mathematical problems. This places emphasis on reasoning rather than intimidating symbols and rewards clarity and cohesion. (MSE)

The author discusses the importance of using mature, volunteer women tutors to help in improving the reading level of jail trainees. As with the students' responses, empathy, an inner urge, seem to count more than technical know-how in successfully tutoring young men who have missed much of the basic training that has been associated with public…

The relationships among scores on traditional college entrance tests and scores on an essay placement test for women and men and four ethnic groups were examined. The tests correlated highly with essay performance. However, women tended to be underestimated and men and ethnic minorities overestimated by these measures. (Author/PN)

Recommends a three-part writing process of prewriting, writing, and postwriting activities that uses the cultural world students bring with them to the classroom to stimulate writing improvement. (JL)

Identifies the academic competencies and skills required for college success, as prepared by the College Board during phase one of Project EQuality. Lists competencies for reading, writing, speaking and listening, mathematics, reasoning, and studying. Considers successful study skills essential in acquiring all other competencies. (DMM)

Written language performance of 16 11th-grade students differed significantly from their fifth grade performance. Few differences occurred between teachers and eleventh grade students for total amounts of linguistic information used. (CM)

Discusses the characteristics of a nurturing and of a constraining classroom environment and the effects of each on children's learning to write. (HTH)

Reviewed are 14 recent programs, texts, supplements, kits, and teacher references in reading, writing, and language skills, including the "Passport Series," a literature/composition program for grades 9-12, and "The Amazing Adventures of Harvey Crumbaker," a supplementary program for improving basic competency skills in secondary students.…

Offers research topics and three class activities designed to explore the implications of sexism while building reading and writing skills. (RL)

Describes eight categories of remedial college writers and suggests appropriate teaching strategies for each category. (MKM)

Working together, the author, an educator, and a police training officer used their professional expertise to develop a curriculum for a program in report writing. The team approach enabled the author to teach elements of narrative style while the training officer concentrated on the application of these elements to specific kinds of police…

Study examined the effect of mode of discourse (narration and argument) on the syntactic complexity of compositions written by sixth, tenth, and twelfth graders. At each level, syntactic complexity was greater in argument. Findings suggested that while syntactic complexity increases with age, increases tend to level off earlier in narrative…

Discusses a study designed to verify the validity and effectiveness of the summary as a teaching and testing tool. The subjects were Italian students enrolled in second year French at the university level. (CFM)