Vocabulary test errors made by people with varying levels of vocabulary knowledge might give information about the stages involved in learning a word's meaning. A study used such data to evaluate Johnson O'Connor's proposal that word learning involves four stages and that each stage is characterized by a type of confusion (a mislead). In the first…

A one year descriptive study investigated the strategies used by a group of competent beginning readers who were learning to read in a program in which text reading was the main instructional task. Subjects included 52 six-year-old children attending 20 randomly selected schools in Auckland, New Zealand. Strategy usage in oral reading was related…

Errors made by first and second year university students are grouped into categories and means for dealing with these errors are suggested. The article is divided into six parts. The introduction includes information about: (1) the linguistic background of the students and the university staff, (2) the educational system, (3) some language…

The study investigated articulatory production in 50 Spanish speaking preschool children through administration of the Prueba de Articulacion de Consonantes y Semivocales, a measure of 21 stimulus words with accompanying drawings and which tests 18 consonants and two semivowels in either the initial, medial, or final position. Errors produced by…

The Reading Comprehension and Spelling subtests of the Stanford Achievement Test were administered to 170 eighth grade students to test four null hypotheses about the differences between reading ability, spelling ability, and phonic generalization spelling errors. In addition, a specially constructed Phonics Generalization Spelling Test was…

The use of error analysis in second language instruction is discussed. Error analysis is seen as an effective aid to second language remedial teaching if errors are treated as evidence of learners' strategies, and analyzed in terms of their significance. A rule-oriented analysis explains why errors are made and implies what ought to be done to…

Pronunciation of words with a fricative content was elicited over a seven-month period from seven English-speaking children ranging in age from 1;5 to 2;3. The recorded speech was analyzed for correct fricative production and substitutions. Results indicate that: (1) overall percentage of correct production is slightly higher in final position…

This paper analyzes a typical school spelling task in terms of an information processing model of spelling performance. Based on principles embodied in a computer simulation program previously reported (SPEL by Simon and Simon) the model proposed here has been expanded to try to account for many more kinds of student error than were possible with…

In order to explore the relationship between word recognition and comprehension, the oral reading behavior of two types of disabled readers--readers with poor comprehension but adequate word-recognition abilities (LoC-HiWR) and readers with good comprehension and poor word-recognition abilities (HiC-LoWR)--was compared. Subjects read orally two…

Berlin gymnasium students were found to make errors in English word order traceable to German word order and to "hypercorrectness" in avoiding the latter. A suggested taxonomy of errors is presented. A functional language theory is needed to provide the learner with insight into sources of errors. (Text is in German.) (IFS/WGA)

Points out that writing errors of journalism students can result from faulty thought patterns involving thinking in sentence fragments, personifying objects, using bureaucratic abstractions, and condensing complex ideas; examines ways of dealing with sentence fragments and personification. (First of a two-part article.) (GT)

Finds significantly more errors and a higher percentage of detrimental errors on passages composed of later appearing structures. Supports Goodman's view of the reading process (that reading is a "psycholinguistic guessing game"), and indicates a need for more sophisticated readability formulas. (RL)

Analyzes the physiological, acoustic, and auditory reasons for errors in the pronunciation of French nasal vowels by students, and suggests techniques for overcoming the difficulties identified. (AM)

A discussion of language data suggesting that young bilinguals and monolinguals exhibit a similar sequence of acquisition of standard use of English prepositions and French auxiliaries. Two error analysis studies are summarized, results of them are applied to the Franco-Ontarian and Quebec sociolinguistic contexts, and implications are discussed.…