Based on part of a doctoral dissertation submitted to the Sate University of New York at Buffalo. (VM)

Article supported in part by a grant from the Maternal and Child Health Bureau (VM)

Preliminary version of this article presented at the meetings of the Society for Research in Child Development, Minneapolis, Minnesota, April 1971. Research and preparation of the paper supported in part by an Intramural Grant from the Regents of the University of California to T. Kenney. (VM)

Lists approximately 40 books and articles relevant to the discussion of generative semantics presented in this special issue devoted to the topic. (VM)

Results imply that in early childhood education the language of test instructions and reading programs could be better geared to the child's linguistic competence. (Author)

Modified version of a paper presented at the annual convention of the American Psychological Association in Washington, D.C., September 4, 1971. (VM)

Research supported in part by a grant from the Public Health Research Center. (DS)

Criticism of much of the previous research into the syntax of children's language. (RD)

Provides a synthesis of findings about lexical and syntactico-semantic differences between spoken and written language. Outlines and critically examines the major theoretical and methodological approaches used in comparative studies of spoken and written language and reexamines the question of how speech and writing relate to prototypical forms of…

The effects of phonetic context and linguistic complexity level on /s/ misarticulations were examined in nine normal children (mean age 6.8 years) who misarticulated the /s/ phoneme interdentally in all positions of words. (Author/SEW)