The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors'…

Noting that while the number of errors gives a general indication of spelling ability, it may represent an oversimplification of the spelling process, a study examined the spelling ability of 40 Canadian third grade students of average ability. Subjects were divided into low and high spelling ability groups on the basis of the Edmonton (Alberta)…

The purpose of this study was to review some of the criteria given by linguists for the development of language materials and to present a case for error analysis as a major criterion in the preparation of materials for the teaching of writing skills to Iranian freshman students. Chapter one reviews the major events and landmarks bearing upon the…

Based on results from research on children's spelling, it has been established that spelling errors produced by ESL students in this study of 6th grade students parallels the errors of native speakers of English in the same classroom. The ESL students are also impacted by cross-linguistic influence of the phonology of their native tongue. This…