This paper presents the effects of using digital games on improving language learning in Tanzanian preschools. A gamified learning prototype system was developed for making alphabetical sound articulation more engaging and fun. The study was conducted with twelve preschools in Tanzania. The results revealed that preschoolers' learning performance…

Explores the importance of encouraging children to play with language, to use it as an art medium, to experiment with sounds and words, and to extend meanings. (Author/AJ)

Five language-eliciting situations were presented to kindergarten and primary-grade children to identify developmental trends and task effects in the complexity of language structures, vocabulary, functions, and story conventions used. Limited developmental differences and significant task effects were found. Implications for classroom instruction…

Methods that can be used by the teacher to encourage children to use standard language are discussed. Three specific instructions to the teacher are given: (1) Recognize that this is part of the natural language growth process and accept it for that; (2) Realize that it cannot be changed overnight. The child will have to be exposed to the accepted…

Teachers often become dominated by the demands of subject disciplines and fail to provide opportunities for pupils to learn by talking, reading, writing about experiences they meet, for in this way they will come to terms with subject disciplines. (Author)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)

Briefly lists the stages of early language development, compares normal with abnormal language development, and explores characteristics of language impaired school age children. Specific diagnosis and teaching examples are also provided. (TO)

This document reports on three years of clinical research involving the development of effective clinical intervention procedures for children with slow language development. The assessment and treatment approaches discussed in the report are based upon the developmental model of grammar described in Developmental Sentence Analysis (DSA), a…

The author is the director of the English Speaking Board, an organization which brings together people from all walks of life who are concerned with oral communication as a means to the "improvement of personal relationships and the sharing of personal endeavor". Here she focuses on 3-13 year-old children and their verbal development. (Editor/RK)

This article offers a framework for language intervention focusing on conversational interaction, suggests some parallels between oral conversations and the development of literacy, and offers guidelines for facilitating the development of language and literacy. Implications for a model of written language are discussed. (PB)

Describes an instructional approach that encourages teachers to guide children in narrating stories based on actual or imagined experiences, particularly those that transpire in the classroom. Discusses ways of incorporating events from dramatic play and everyday occurrences into storytelling activities and offers a story sampler that exemplifies…

This article reviews the literature regarding the seeds of literacy in preschool students. Conclusions indicate that children learn many basic concepts of print communication from daily experience with its use well before any ability to decode writing emerges. Games and other everyday interactions with print are recommended for facilitating…

Rates of verbalizing by three children exhibiting moderate to severe language delays (delays of six months to two years) were increased through the systematic use of mands for verbalization, models for verbalization, and contingent positive consequences following utterances. Daily samples of each child's speech were collected during free play…

Six mentally retarded children were read to individually by an adult reader over a period of six weeks. Verbal interaction between the adult and each child was examined under two story presentation procedures. (MS)

Directed both to parents and to professionals, the manual explains factors involved in normal and abnormal language development. Language disorders are discussed, and methods and sources of help are described. (JD)