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)

A study of the reactions of French elementary and secondary school students and adults to 15 error types in an American's speech indicates younger students are most sensitive to gender errors, older students are less sensitive, and adults are least annoyed. Possible explanations and comparisons with other languages are presented. (MSE)

The concurrent validity of the Diagnostic Analysis of Reading Errors (DARE) subtests was studied, based on the responses of Lebanese secondary and postsecondary students relative to their achievement in an English course or on a standardized test of English proficiency. The results indicate that the DARE is not a viable predictor of English…

Describes a study which analyzed problem solvers' error detection processes by instructing subjects to think aloud when solving statistical problems. Effects of evaluative episodes on error detection, detection of different error types, error detection processes per se, and relationship of error detection behavior to problem-solving proficiency…

The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)

Examined spelling errors in the spontaneous writing of 12-year-old children (N=56). Results showed one set of errors related more to incorrect articulation than to poor spelling. A second set indicated the role of morphemic factors in the spelling of inflected words. (JAC)

Indicates that primary grade teachers do individualize their responses to match variations in reading miscues. Specifically, they were apt to disregard meaning-based mistakes, provide instruction when letter cues were misused, and instruct or supply words when a child hesitated on or refused to attempt a word. (FL)