Continuing series on aspects of French grammar. (DS)

This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

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)

Summarizes the most basic rules for indirect speech in English but claims that they are useless if taught strictly as rules; also insists on the necessity for contextualization in drills on indirect speech. (FB)

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)

Focuses on five human information processing abilities which cognitive psychologists anticipate must be accounted for in order to develop good computer courseware--memory and attention; language or text characteristics; graphics and visual processing; cognitive characteristics of user; feedback to users. A 31-item bibliography is included. (EJS)

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…