There are problems in interpreting the naming behavior of children. Children may misname a word because the word is absent from their vocabulary, because it is not yet firmly established, or because of a word retrieval or lexical assessing problem. Preliminary results are reported of an experimental technique designed to account for these…

To understand the development of number-word construction, students in grades 1, 3, 5, and 7 named and counted from a set of numbers into the billions in two studies. Findings are discussed both in relation to children's growing knowledge of the number system and to vocabulary development. (Author)

Describing what children at the preoperational stage know about writing, spelling, and words, the authors make specific recommendations for ways language arts teachers can build instruction that is based on this knowledge. (SK)

Discusses three experiments investigating the development of word-by-word comprehension in 5-, 7-, and 10-year olds. Subjects monitored for target words in a sentence. Variable included types of monitoring tasks and distribution and context of target words. Results are discussed in terms of the types of comprehension processes various tasks…

This investigation deals with developmental changes in children's ability to process graphological features of words. The graphological features studied were letter positions and word shape. (Author/DEP)