Traces the development of predicate use for genre and cohesion in the narratives of children aged two to five, examining predicate structures and types and their linkages via three types of parallelism and by means of explicit connectives. (Author/SED)

Proposes a technique of developing conversational, expressive competence based on a discourse model. Exercises to develop an understanding of commercial negotiation illustrate the technique. (MSE)

Warns against the overuse of cohesive conjunctions in writing and recommends that teachers instruct students on contextual use of conjunctions rather than on their random use. (CRH)

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

Explores two approaches to discourse structure and comprehension. Illustrates that prior knowledge is ued in conjunction with cues to construct the macrostructure of the story. Provides evidence that text comprehension is based on the presentation of the propositions of the story. (PMJ)

Describes a question-answering procedure for probing the reader's internal representation of prose. Examines two dimensions of a reader's conceptual organization of plot: hierarchical level and relational density of propositions. (PMJ)

Reports on a study of 60 undergraduates which investigated correlations between style variations (inversion, ornamentation, condensation, poor distribution, and deliberate misleadingness) and such psychological factors as reading ease, mental organization, and recall. (DD)

Describes two subject-paced reading experiments in which word-reading times were collected using the moving-window method. Finds that reading times of content words increase more steeply than reading times for function words. Discusses results in terms of buffer models of reading, the processing of different lexical classes, and hypotheses which…

This article introduces general concepts of carry-over and then offers a collection of activities to foster carry-over of newly trained speech skills of students with hearing losses to natural communication situations. Activities vary from high to low structure and are based on either reading, pictures, objects, or interactive communication.…

Adolescents with deafness or partial hearing were assessed on memory for relational and distinctive information when text structure and material concreteness were manipulated. Deaf and hard-of-hearing readers were less likely than hearing readers to integrate text information across idea units, although they may retain as much information from…

Examines comparable speech and writing samples in the British and American components of the International Corpus of English (ICE) to study properties of coordinate structures in English. Findings indicate that "and" is a primary coordinator, that "but" and "or" are more peripheral, and that the concept of…

In recent years, constructionist methodologies such as discursive psychology (Edwards & Potter, 1992) have begun to be used in sport research. This paper provides a practical guide to applying a discursive psychological approach to sport data. It discusses the assumptions and principles of discursive psychology and outlines the stages of a…

This study focused on Japanese linguistic features that contribute to producing the paragraph-length and extended connected discourse that is expected at the Advanced and Superior levels in ACTFL oral proficiency interviews (OPIs). From 15 Japanese OPIs at the Intermediate-High through Superior levels, 3,062 predicates were identified. Frequent…