Specific procedures for assessing a handicapped student's mastery level within a continuum of mathematics skills are described, and analysis of error patterns discussed. (CL)

Two studies involved 21 reading disabled elementary students grouped as either dysphonetics (characterized by nonphonetic spelling errors) or dyseidetic readers (characterized by spelling words according to sound rather than appearance). Cognitive strategy differences were noted in visual sequential memory. Findings emphasized the importance of an…

Urges extended and broadened use of error analysis in school activities because observing how children perform during varied literacy activities can allow clues to their linguistic rules for using oral and written language and the sociolinguistic rules children are discovering in the classroom. (DF)

Details of a reasonably precise normalization technique for coefficient alpha are outlined, along with methods for estimating the variance of the normalized statistic. These procedures lead to the K-sample significance test. (RC)

This article provides the results of an investigation of the system of pronunciation faults of English speakers learning French, and describes means of correction based on the verbo-tonal system. (Text is in French.) (CLK)

Lexical selection is often difficult for second language students. When, in the case of errors not covered in grammar books, the teacher is able to work out the explanation (feature cooccurrence, for example), the student will have a means of avoiding the error in the future. (POP)

The mission of this review is to appraise the new draft NAEP science framework and to determine whether it is up to snuff. This is an evaluation of the September 30, 2005, draft document, Science Framework for the 2009 National Assessment of Educational Progress (Framework), developed for the National Assessment Governing Board. The criteria is…

Article investigated the relations between the types of error and their connections with auditory discrimination and auditory memory. (Editor/RK)

Specific examples of the most common types of errors are cited. (RS)

The purpose of this study was to contribute new information on the effect of stimulus presentation variables on sight-reading errors, in the hope that it might aid the development of more effective and efficient instructional designs. (Author)

Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)

Results do not support Piaget's explanation of object conceptualization. (MB)