Concludes that probably most 6th graders cannot be relied upon as indicators of parents' socioeconomic status. Infers psychological need as cause of blacks to upgrade fathers' status, whites to upgrade mothers' status, and children of either race to upgrade parent of the same sex as themselves. (Author/DB)

Results from testing long division with students from age 11 to Continuing Education were traced. A much higher percentage of wrong answers was given when there was an embedded zero in the answer. (MNS)

When asked to judge as correct or incorrect three categories of sentences (those with errors similar to their own patterns, those with common "baby errors," and correct sentences), four-year-olds made significantly fewer corrections of errors similar to their own, suggesting that children learn their own errors. (MSE)

The content of 228 college student's writing samples appears to be a main determiner of how many and what types of preposition errors will appear. These results indicate that preposition errors point to cognitive lags and complex, abstract writing tasks may be the appropriate treatment. (Author/PN)

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Reports that good elementary school readers corrected more miscues than did poor readers, that poor readers relied more on graphophonemics to make corrections than did good readers, and that there were small differences between both groups' use of semantics and syntax to make corrections except as material increased in difficulty. (FL)

Concludes that dialect speakers' miscues do not significantly influence their ability to comprehend print material when they are asked to read material at their instructional level. (FL)

Considers "unpacking" or "deconstructing" sentences (the reverse of sentence combining) an effective teaching technique that helps students to develop clear predication and eliminate their tendency to use vague, confusing nominalized verbs. (RL)