Compares direct and indirect writing assessment strategies and contrasts them in terms of the relationship each has to specific classroom decision-making situations, the components of writing assessed, practical testing matters, characteristics of test exercises, test scoring procedures, and procedures for determining test quality. (HOD)

Describes an ethnographic study of writing in one elementary classroom that identified four functions of writing: writing to participate in community, writing to know oneself and others, writing to occupy free time, and writing to demonstrate academic competence. (HOD)

Presents aspects of three classroom contexts established between the teachers and the students in organizing instructional situations. (HOD)

Investigates the relative effects of directing adolescents' attention, either toward the "correctness" of their speech or toward the expression of their attitudes, on the amount, fluency, and syntactic structure of speech produced in a subsequent standardized interview. (HOD)

Describes recent studies dealing with writing and the writing process, language acquisition, English teacher education, multimedia instruction, literature, language skills, and reading. (HOD)

To investigate the nature of children's reasoning about reality and fantasy in literature, grade-school children were presented with a series of paired printed materials and asked to tell which of the pair was more real and to explain their choices. (HOD)

Describes the attitudes of Black and White, male and female, middle- and lower-class adolescents and preadolescents in response to tape-recorded samples of standard English and Black English. (HOD)

Results indicate that age is a major factor in semantic development throughout the elementary school years and beyond. (DD)

Concludes that only a few of the 43 features of black English dialect influence the way in which 223 black fourth, fifth, and sixth graders spell words. (DD)

Found that older students speak in a more mature manner than younger ones when presented with paraphrasing tasks. (DD)

Investigated the written syntactic maturity of students from grade ten through sixth year university. (DD)

A review of research on the three types of auditory disorders, concentrating on inefficient learning which results from problems in auditory processing. (DD)

Illustrates how path analysis can be used to test implied or inherent causal models in language. (DD)

Concluded that factual questions appear to inhibit the higher cognitive processes of grade 2 and grade 4 subjects, while the interpretive questions stimulate the higher cognitive processes. (DD)

A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)