The author identifies assumptions which, though not firmly validated by research, are suggested as bases for effective assessment and instruction of learning disabled adolescents. (PHR)

Indicates that, in relation to oral systems, written systems are more complex in structure, reveal more adjectival but less adverbial elaboration, show more complex verbal structures, and contain fewer indices of personal reference. (RL)

Describes a study that contrasted the abilities of special educators, vocational educators, and employers in modifying written instructions to conform to the reading abilities of mentally retarded employees. Results are reported and discussed. (CT)

Reviews some of the basic notions of semiotics to show how they can be applied to composition teaching. (FL)

Although American Sign Language (ASL) currently lacks an accepted writing system, one of the common reasons why it is not accepted for credit in foreign language programs, ASL does have a rich literary tradition. Several curricular remedies to improve those sign language courses are proposed. (CB)

Using seven trainable mentally-retarded students, aged 10-19, the study assessed the efficacy of an action mnemonic procedure for teaching letter-sound correspondences. The subjects were successfully trained to emit appropriate action-sounds in the presence of pictures incorporating the target letter, with picture-prompts being gradually faded to…

The history of public policy concerning Cajun French instruction in Louisiana is reviewed, and the prospects for regeneration of the language in the state's schools are examined. (MSE)

Illustrates dimensions of variation in how young children orchestrate or manage the writing process, using data collected from a five-month study of primary grade writers. Finds children's composing behaviors consistent with their apparent intentions and with their styles as symbolizers and socializers in their classroom. (SKC)

Describes a model of bilingual-bicultural education developed for the Karaja, an indigenous group in Brazil whose language had previously been unwritten. Factors of the literacy-based model's success include indigenous teachers; teacher-developed innovations and didactic materials for the bilingual classroom; and a team-teaching approach.…

Investigates the effects of two types of written comments on student compositions and learning of course content. Supports the idea that content comments seem to help students write better essays. Suggests that writing reflectively and thoughtfully about a topic increases learning of that topic. (JK)

Presents ways to develop a series of stories on a single topic. Suggests that a writer must develop fresh facts or a fresh angle for each issue. (JK)

Investigates why graduates of Arabic courses in English-speaking countries are so few in number and why they so often compare poorly in spoken language performance with graduates of other language courses. The most important factor in this phenomenom is the gap that separates written Arabic from spoken Arabic. (SED)

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)

A typology of classroom exercises according to the functions they serve in teaching textual and discourse competence and focusing more on the text than on the sentence is proposed. (MSE)

This article presents an analysis of errors found in writing samples produced by Black children in urban schools. Errors influenced by Black-English oral usage, hypercorrections, and morphologic errors influenced by Black-English speech patterns are focused upon. (Author/DF)