Is explicit vocabulary focus the reading teacher’s job?

This paper reports findings from a case study of the amount of explicit vocabulary focus (EVF) that occurred in a week of classes for one group of upper intermediate students in an intensive English program (IEP). To assess EVF, instruction from a total of 25 hours of classes was analyzed to see if the number of EVF events was more connected with the course (i.e., grammar, reading, composition, communication skills, or TOEFL), the instructor, or both. Data reveal that the reading course, long assumed to be the source of most vocabulary focus, may or may not be the main source in an IEP curriculum. Data from this study demonstrate that a better predictor of EVF in any given class or course may be the instructor, and that the number of EVFs in a week of intensive instruction is surprisingly low

Effects of moderate ascarid infections upon the resistance of chickens to bacterial toxin

Typescript, etc.Digitized by Kansas State University Librarie

Child Support Services And Non-Welfare Families

Under the law, Child Support Enforcement services are supposed to be available to all single-headed families with absent parents who are not paying support, or not paying enough support. Using Alabama as a case study, it was determined that factors operating at the agency level effectively control how many non-public assistance clients are being served. The number of non-AFDC clients was found to be a function of the number of AFDC clients rather than a function of the free-market of services. It is proposed that the incentive structure for collections, which limits incentive payments for non-AFDC to 115 percent of AFDC collections, is a key factor. Methods of advertising, or marketing of services to non-AFDC populations may be used as tool to control access to information regarding agency services