Focus of the study was to assess linguistic competence as manifested by an ability to recognize ambiguity of three types: lexical, surface structural, and underlying structural. (Author)

Methods for blending the language of the street with the language of the library, the integration of the language of film, a visual and oral languae, with the written language of great literature and good composition. (Author)

A report from the Educational Resources Information Center at the National Council of Teachers of English; ERIC abstracts of pertinent documents are included. (RD)

An argument against delaying reading instruction for Negro children. (RD)

A discussion of the accomplishments and prospects of computer assisted and computer managed instruction. (RD)

Includes Section I for adult slow learners and Section II on skill builders for reading students; other sections will be published in subsequent issues; to be updated annually. (Editors/RD)

When Boston, Massachusetts teachers objected to a reading subskills management curriculum adopted by the city, a new elementary school curriculum was developed that emphasized broad general objectives at each level and reading comprehension. Teacher input played an important role in the curriculum effort. (PP)

Poses questions about language and learners, both child learners and teacher learners. (JL)

A recent study suggests that the broad idealistic educational objectives voiced by states and districts are a far cry from what is really being taught in classrooms. The question that now must be faced is what we want schools to teach. (JM)

Discusses three language concepts which require urgent attention of social studies teachers. Students need practice in processing the ideas of the social sciences. More attention needs to be directed to teaching the vocabulary of the social studies. Building a background of basic knowledge in social studies is essential. (RM)