Analyzes and classifies types of oral reading miscues and suggests that children learn to utilize sound-letter correspondences but know immediately to transfer their knowledge of spoken language patterns to reading. Tables and bibliography. (RW)

Poor writing style among academics, particulary those in the behavioral sciences, stems from a lack of linguistic sophistication, the linguistic customs of academia, and the linguistic customs of the behavioral science disciplines. The article offers remedies for errors in each category. (SB)

Describes and suggests the significance of syntactic imagery, poetic effects created through expressive grammatical structures. (MM)

Using semantic analysis as a basis, examines the wide variety of syntactic and semantic functions of "got" and the parallel structures present in Spanish. (EKN)

Presents examples of unintentional humor from college freshman composition courses. Suggests that by pointing out miscommunications, teachers can persuade students to use standard English more effectively. (MM)

The use of poetry is recommended in language classes to develop both students' knowledge of English and their appreciation of literature. Poem extracts are presented that illustrate features of phonology, vocabulary, grammar, meaning, colloquialisms, and style. (MSE)

In conversations in social settings, few nonnative speaker errors were corrected by native speakers. Discourse and vocabulary errors were corrected more frequently than errors in syntax and omission, suggesting that treatment of vocabulary in the classroom be reexamined and serious consideration be given to teaching properties of English…

Business letter-writers are advised to develop reader empathy and benefit before they ask a favor. The author analyzed two model 16th century letters of request to determine if similar advice was given in the past, and found that the request was subordinate to building a mutually beneficial relationship. (PD)

Discusses the underlying theory and pedagogical rationale of sentence combining and of accessibility, the relative ease with which a text can be read. (HTH)

Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)

Discusses two studies of English speakers' understanding of the English spelling system. Comparative analysis suggests that seven-year-olds are as sophisticated as adults in extracting many of the linguistic factors which influence stress assignment, but they lack the "heterogeneous" structure of the lexicon that is characteristic of the…

Investigated the effects of valence, session of delivery, and order of delivery on receiver ratings of feedback credibility. Collected data from personal growth groups. Positive feedback was readily accepted. Negative feedback was significantly more accepted when received in later sessions, and when preceded by positive feedback. (Author)

In a comparison of normal readers and dyslexic readers who had been less successful with other late developing rules of oral syntax, both groups demonstrated knowledge of the rules for interpreting adjective complements. The only major difference was that the dyslexic readers were less likely to perform without error. (Author/MJL)

Reexamines two current, popularly held views about reading: the relative importance of word perception versus the reader's attention to the larger syntactic and semantic redundancies of the text. Some recent findings suggest the seriousness of the difficulty for those who cannot read high-frequency simple words. (Author/DB)