Paper presented at Indiana University, Bloomington, Indiana, on September 20, 1971. (VM)

Paper presented at a conference of Massachusetts state English coordinators, Fitchburg State Teacher's College, November 1967. (RD)

Presents five principles for restructuring classroom activities to obtain a maximum amount of oral language. Claims that by expanding children's oral language, their semantic and syntactic cuing systems to print will also be strengthened. (FL)

Analysis of the communicative skills of a nine-year-old deaf boy with minimal schooling showed pantomiming and gestures to be his major mode of communication. Certain semantic patterns prevailed. Use of left or right hand also had semantic correlates. Formal and idiosynacratic signs were discovered in the boy's vocabulary. (Author/PJM)

The article describes the Diagnostic Evaluation of Writing Skills (DEWS), a diagnostic teaching tool containing criteria of assessment to determine a student's deficiencies in reading and writing. (DLS)

Analyses the syntactical, semantic, and stylistic characteristics of English passive constructions and stresses the frequency of their occurrence in scientific and technical English. Recommends that for adequate mastery of this special purpose dialect, teachers make students consciously aware of these grammatical structures and of their usage.…

Explores the role of negative marking in the mapping of the semantic and syntactic structures of Taiwanese modals on to their surface structure in terms of syntactic transformations. Particular attention is paid to the process of lexical fusion as it occurs in such negative forms as "be" and "m." (Author/PJM)

Gives a syntactic, semantic, pragmatic, and discourse structure analysis of mothers' speech to children of 1;0, 1;8, 2;3, and 5;0 years, showing that the age of the child to whom mothers were speaking could be predicted very accurately from her speech. The changes in mothers' speech are responses to concurrent changes in children's language…

The study involving 46 learning disabled children (mean age eight years) was designed to determine the effects of training in paradigmatic language structures on the reading process of Ss. Findings lent support for the semantic and syntactic relativity of words and for the meaning inherent in the nucleus of key verbal elements linking ideas to one…

This study is an attempt to investigate the efficacy of using existing semantic relations categories for understanding how children comprehend the verb "with" + noun construction. (Author)