Advocates a curriculum in which students are taught to use standard "k'ai" forms passively in reading, while learning to use cursive forms actively in writing. (FWB)

As a result of difficulty in applying linguistic theory to teaching remedial writing to college students, a technique was developed that uses comparisons of spoken and written English to assist in composition and revision. Specific techniques and examples are outlined. (MSE)

Investigated the effects of yoking role-play practice to modeling treatments designed to teach rudimentary counseling skills of reflection of feeling. Counselors-in-training (N=28) were assigned to one of the four treatment conditions. There were significant differences between students who received an opportunity to role-play practice and those…

Presents examples of young children using written language. Shows teachers and parents what they can learn from children's developing sense of written language. Suggests activities by which parents and teachers can spur child language development. (RL)

Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)

Reports on a survey of how laypeople responded to errors in usage, their attitudes toward the acceptability of certain errors, and the values they placed on certain language styles. (RL)

Discusses the various aspects of tests based on the concepts of communicative competence and formative evaluation where the objective of the evaluation is to verify whether the learner is capable of using the language in actual communication. Takes most of the examples discussed from the text "Methode Orange 2." (MES)

Reviews what recent research into speaking-writing relationships has to say about a particular problem of unskilled writers--those who tend to write as if they were talking. Examines the differences and interdependence of oral dialogue and written monologue. (RL)

Presents a method, based on the language experience approach, for informal diagnosis of young children's awareness of the technical aspects of print. (FL)

Describes the functions, specific uses, syntactic structure, and typographical characteristics of titles, discussing examples from newspapers, books, films, and scientific journals. Analysis of the semantic relationship between title and text is followed by the description of various instructional techniques for the production of titles and the…

When two Japanese adults named colors written in Kanji, a logographic orthography, and in Kana, a syllabary, the latency to vocalization was consistently less for Kana. This superiority of Kana is attributed to the closer relation of Kana to phonology and, therefore, to speech. (Author/RL)

Analyses the differences among writing samples by secondary school students in terms of the writer's ability to achieve certain stylistic requirements and to produce a well organized discourse. Relates underachievement to social factors and to educational methods that overemphasize the role of the written language. (MES)

A revised approach to teaching French orthography should aim at error prevention and emphasize differences between teaching spelling in the native language and in French. An analysis of spelling errors in the third, fourth, and fifth years of French yields some suggestions for evaluation and error prevention. (IFS/WGA)