Detailed version of a speech at the third Congress on Computational Linguistics in Stockholm, Sweden, September 1969. (VM)

Identifies three types of pausing adn discusses their relevance to language teaching. (FB)

Probes the effects which syntax and semantics can have on readers of news stories and points to several ways in which reading education can help students develop skill in critically interpreting what they read. (MD)

Reading levels attained by two groups of language-disordered children at the end of the first year of school were compared. Results confirmed the association between reading disability and language disorders, and yielded group differences: reading achievement was associated with semantic and syntactic competencies. (Author/RD)

Examines whether significant differences existed between the semantic, syntactic, and paragraph reading abilities of learning/reading disordered and normally achieving elementary school students. (FL)

Most composition texts categorize cohesive devices according to function, ignoring their semantic and syntactic restrictions, and giving the idea they can be used interchangeably. More effective strategies are suggested for presenting these links, including methods of teaching both intrasentence connections and the linking of larger units of…

Analyzes mother and child speech in free play conversation for different semantic and syntactic categories. Based on the study of changes taking place over time in children's use of semantic categories, argues against the hypothesis that the mother's speech is gradually adjusted to the child's performance. (Author/MES)

Briefly discusses theories on second language reading strategies and describes pilot study conducted at University of Ottawa using cloze procedure to help determine roles of syntactic versus semantic cues and similarities and/or differences between L1 and L2 reading strategies. (Author/BK)

Three experiments were conducted to ascertain the effect of contextual restraints on pronoun assignment. Pronoun selection is based on integration of the context even where it is already syntactically constrained. Integration occurs during and not following the assignment of the pronoun. (PMJ)

Experiments were conducted to determine the effects of sentence contexts on word recognition and reading. The questions of whether context is predominantly facilitating or inhibiting and how automatic the influence of contexts is on word retrieval were investigated. (SW)