Observer disagreement is important because it limits the reliabilities of observational measures. To avoid this limitation, observers should be trained, and criterion-related and intraobserver agreement measures should be used both before and during a study. Several agreement coefficients are examined for their applicability. (Author/BW)

A procedure is presented for the analysis of rating data with correlated intrajudge and uncorrelated interjudge measurement errors. Correlations between true scores on different rating dimensions, reliabilities for each judge on each dimension and correlations between intrajudge errors can be estimated given a minimum of three raters and two…

Certain concepts of redundancy at the phonological level are mistaken or misapplied. Three "fallacies" ("string of beads," vowel redundancy, and single error) of the nature of redundancy are explored. Although learners should be sensitized to other varieties of English, teachers should also provide a model of pronunciation that conforms to a…

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

This study examined whether the item response curves from a two-parameter model reflected characteristics of the mathematics items, each of which required unique cognitive tasks. A computer program performed error analysis of test performance. Cognitive subtasks appeared to influence the slopes and difficulties of item response curves. (GDC)

Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

Describes the system a writing teacher developed to keep track of student errors. (ARH)

The study analyzed oral reading miscues in both first and second reading languages of 20 Hispanic successful and 20 learning disabled readers in the intermediate grades. Significant differences were found for English reading in grammatical relationships, comprehension, and grammatical function. (Author/DB)

Examines the sound-to-letter patterns of misspelling in a Danish child at ages seven and eight by comparing his misspellings with transcriptions of his pronunciation. (MSE)

Four methods of solutions and 12 calculative strategies were found from introspective reports of 15 skilled and 15 unskilled students in grades 11 and 12 doing mental multiplication. Unskilled students used strategies more suited to written than mental computation, while skilled students used strategies based on number properties. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

This study assessed the influence of reading ability and difficulty of material on types of oral reading errors made by 42 second-grade children. Overall, types of errors changed as the material became more difficult. The interactions between reading ability and difficulty level were also significant. (Author/BS)

Describes a part of a study on children's acquisition of Warlpiri, an aboriginal language spoken in central Australia, which aimed to find out at what age the children respond consistently to particular word orders and case frames for simple transitive sentences. Makes comparisons with the acquisition of Turkish transitive clauses. (SED)

Discusses a test given to a group of elementary school students of English as a second language. The purpose of the test was to measure developmental errors, that is, errors which reflect a learner's competence at a given stage, and to illustrate some of the general characteristics of language acquisition. (SED)

Summarizes information processing models of the mind based on a literature review; describes a prototypical model of college learning; examines links between mental models and cognitive errors; reviews cognitive science students; and identifies six factors contributing to cognitive error production. (104 references) (Author/MBR)