This paper briefly reviews two earlier studies of the effect of student background knowledge on reading comprehension, then goes on to report a third study into the same effect. The paper draws the conclusion that the test results obtained in the study can be accounted for in terms of an interaction between background knowledge and linguistic proficiency. The paper closes with some observations on the broad concepts 'linguistic proficiency' and 'background knowledge'.

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Higher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable.

A follow-up study of patients who had completed the Memory-for-Designs was conducted. 23 patients with cerebral disorder made significantly more errors than a group of 33 patients without cerebral disorder and a group of 19 alcoholics.

A review of reading tests (henceforth, Review) is a guide to commercially published tests available in the UK. Reading tests in the classroom (henceforth Reading tests) is intended as a primer on testing in reading. The two books can be treated as complementary, with Reading tests supplying instructions on how to interpret information in the Review, e.g. on standardized scores, reading ages, etc., and the Review acting to exemplify the description in Reading tests. Both books, can, however, be used independently.The books are both intended for Ll teachers, particularly, it seems, primary teachers. For someone like myself, working in EFL, to read them is an experience similar to that of a member of one tribe viewing the customs and rituals of a different, though related tribe. There are obvious similarities to spot: 'Others may feel that by breaking language teaching into constituent parts STARS ceases to be about language at all . -,, Above all, the scheme loses sight of language as an essentially