Four groups of children (N=80; C.A. 6.6. to 12.5; M.A. 7.9 to 14.7) were tested for ability to reproduce five-element two- and three-dimensional patterns. Significant interaction and main effects were found. Three-dimensional pattern performance increased with age; all ages performed well on two-dimensional patterns. (Author/DB)

Investigated group interaction and mathematical errors of 11th-grade students working individually and in four-person heterogeneous ability groups. Averaging over all types of errors, high-ability students did best in individual conditioning, low-ability students did best in group conditioning, and medium-ability students did equally well in both.…

This study confirmed that young Spanish-speaking readers use contextual clues when they read in Spanish. (HOD)

Compared the results of the adult learning of English as a Foreign Language (EFL) using an inductive approach as opposed to a deductive one based on explicit contrastive analysis (CA) input. It is suggested that a deductive approach that uses CA input in EFL teaching and learning materials is more effective in minimizing error rates. (54…

Examined Korean and Chinese college-level ESL learners for relative reliance on phonological and orthographic processing in English word identification. Found that Korean, but not Chinese, students made more false positive errors in judging stimuli that were homophones to category exemplars than in judging spelling controls. Chinese students made…

Reviews the limited literature on the learning disabled (LD) college student. Identifies difficulties which LD students face. Emphasizes that institutional services available for LD students should be utilized as much as possible. (RAE)

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

Teachers are encouraged to learn to codify student errors of selection and usage and to promote use of dictionaries and other lexical tools so students can achieve proper pronunciation and identify colloquialisms, misuse of idioms, and lack of grammatical logic in complex constructions. (MSE)

A study compared how native speakers of Spanish and English produced four English word pairs that are morphologically related but differ in stress and vowel quality. The magnitude of differences observed suggests that second language learners acquire stress placement and vowel reduction in English on a word-by-word basis. (Author/MSE)

Considered are concept development and errors in using both Logo and BASIC made by 25 prospective teachers in a computer literacy course. Understanding errors that students exhibit in programing may affect the ways mathematics teachers understand the process of learning structured content like mathematics. (MNS)

Outlined are the weaknesses of traditional, norm-referenced tests which fail to help in making instructional decisions. Presented is a step-by-step series of operations for analyzing and categorizing arithmetic errors, for selecting corrective strategies, and for applying peer-referenced standards to judge the performance of special needs…

Presents the results of a study of graduate-level library school students to determine the types of errors that appeared on original cataloging copy by entry-level catalogers. Records were analyzed for any errors affecting access, including description, headings, encoding of MARC format, capitalization, and punctuation. Types and percentages of…

The author discusses the preparation of a test of reading comprehension in Italian as a Second Language for Spanish university students and analyzes the results of the test. The article includes the reading passage and the test. (CFM)

Illustrates the schematic approach to analyzing children's (n=499) errors in solving mathematical problems using children's written solutions. Identifies five levels of errors: no solution, using irrelevant procedure, incomplete schema with no errors, incomplete schema with errors, and complete schema with errors. (24 references) (Author/MKR)

Discusses how student errors can be utilized to understand the nature of the conceptions that underlie students' mathematical activity. Looks at why errors are made in mathematics, how teachers and students perceive errors, and how to use errors in the classroom. (MDH)