The experiment explored the effect of oral instructions and training on the expansion of written language using a reversal design with a 12 year old boy who attended a tutorial clinic. When a simple training session was provided prior to the writing of a composition, the S wrote more adjectives. (Author)

Teacher designed instructional materials for teaching written language to deaf children are described and the importance of visual aids in their presentation is emphasized. (CL)

Presents acronyms and initial-words current in British and American English, explaining their meanings and their underlying unabbreviated versions. (IFS/WGA)

Argues that both oral and visual language acquisition may be innate human functions and calls for the examination of current reading programs in this light. (FL)

Describes three areas in which speech and writing diverge sharply and urges teachers to free remedial students from the constraints of their spoken language. (DD)

This article reviews the various neurolinguistic explanations and models put forth for alexia. (Text is in French.) (CLK)

Investigates business students' attitudes toward written versus oral communication methods for assignments and their attitudes toward e-mail messaging. Finds that they viewed oral communication less positively than either written or e-mail communication and that students with prior e-mail experience gave it and oral communication significantly…

Examines the relationship between form and use of the reformulation sequence signalled by "c'est-a-dire" in written French and describes this sequence's various functions. The article attempts to show how a modular approach consisting of structural, semantic, pragmatic, and textual components contributes to a new and accurate description of…

Investigates ways students engage in scientific reasoning practices through the formulation of written argument. Through textual analyses of university students' scientific writing, examined how general theoretical claims are tied to specific data in constructing evidence. (Author/VWL)

Examines the structures present in the writing samples of bilingual respondents to written questions in Spanish in order to determine which forms represent a departure from standard Spanish; discusses the patterns that develop; and offers insights into the factors underlying this systemic departure from standard written Spanish. (26 references)…

Examines how medical writers discuss matters they believe to be true, possible, and untrue, drawing on research papers from medical journals. To conclude, a discussion of teaching difficult concepts in medical reading and writing is presented. (80 references) (Author/CK)

Proposes a standardized orthography for the English Creole vernacular of Trinadad and Tobago. The reasons for this standardization are to meet the needs of a local population writing more and more in Creole, and to prepare a standard reference dictionary of the language. (43 references) (Author/CB)

Follows particular parallels between oralist and electronic mediation to explore narrative or storytelling as a rhetorical form that transcends mediation. Reviews how writing-based cognition may bind progress in rhetorical practice and theory. Examines how narrative is media-transcendent. Reflects on the nature of media shifts. (SR)

Describes and evaluates the Test of Early Written Language (TEWL), an instrument resulting in percentile or standard scores that reflect children's writing development at ages three to seven. Warns that it fails to tap important concepts at the lower age ranges, and violates several principles of children's authentic writing experiences. (MM)

Examines (using a variety of measures for assessment) the development of print awareness in urban, Black preschool children of a wide age range enrolled in a day-care setting. Finds that Black children prior to kindergarten entry have begun to acquire some concepts about written language. (MM)