Emphasizes that library media specialists, teachers, and administrators must create required reading lists that focus attention on girls' developmental needs. Gives one school's list as an example. Discusses the uses of literature; literary models; examples from literature; and suggested additions to a reading list. (AEF)

This case study describes a 25-year-old Swedish woman with hereditary moderate hearing loss since birth who acquired both sign language and spoken language in her early preschool years and reached normal developmental milestones in each. Analysis revealed that her speech reading expertise is associated with cognitive functions such as high…

Presents brief sketches of contrasting theoretical approaches to children as language learners in order to highlight two early-childhood classrooms in which multiple theories are illustrated. The approaches have undergirded a variety of qualitative methods of investigating children's language. (Author/VWL)

Describes child and human development as an eco-cultural project. Focuses particular attention to early development of trust and attachment relationships and the age 5-to-7 transition, wherein cultural goals and psychological well-being are achieved despite limited resources and socioeconomic constraints. (JPB)

Investigates the relationship between language comprehension and language production in Swedish children in a study carried out longitudinally with 10 children with specific language impairment (SLI) and 10 children with unimpaired language development. Results indicate that the relationship between comprehension and production is different at…

The Waldorf philosophy of education is about awakening and growing an active, inquiring, imaginative mind; a healthy body; and a heart of compassion. This is accomplished by tapping into the natural well of children's rhythmic natures using multisensory approaches. The importance of rhythm in nature, developmental stages, sequencing, and…

Presents a definitional framework of self-determination as an important educational outcome for students with disabilities. It identifies essential characteristics of self-determination and discusses developmental aspects of self-determination. Implications for educational intervention during the early childhood, elementary, and secondary years…

Analyzes how social support helps explain variations in child and adolescent psychological distress at time of sexual-abuse discovery (N=154). Support from a parent was related to less psychological distress, whereas support from friends is related to increased adjustment difficulties. (Author/MKA)

Investigated Russian children's color-term acquisition, testing one theory of color universals using acquisition order as a basicness measure and determining whether two terms for blue were genuinely basic. Testing on color-term listing, production, and comprehension indicated that color-term acquisition order agreed with the theory. The two blue…

Adolescents are challenged to adjust to a new physical sense of self, new intellectual abilities, and cognitive demands; expand verbal skills; establish emotional and psychological independence from parents; establish adult vocational goals; develop productive peer relationships; manage their sexuality; and develop self-control. Transitional…

Two studies, 1 longitudinal with 29 subjects and 1 cross-sectional with 132 subjects, examined the adaptive trajectories and profiles of males with mental retardation caused by fragile X syndrome. Significant age-related gains were found in boys ages 1-10 but subjects ages 11-20 showed nonsignificant relations between age and adaptive skills. (DB)

Distinguished experimentally between the learner's use of independent grapheme-phoneme correspondences and determined whether in the initial year of reading instruction sublexical relations can be formed. Results could not be given alternative explanations by the developmental bypass hypothesis nor by accounts which predict exclusive use of onset…

Investigated suppression of activation and retrieval paths to information stored in long-term memory. Subjects were 94 children in grades 1, 3, and 5. Found that the ability to intentionally inhibit the maintenance and recall of irrelevant information improves over the elementary years, and children are less able than adults to withhold production…

Discusses ways in which researchers have examined the role of social and emotional factors in cognitive functioning and development to uncover additional sources of variation to explain interindividual and intraindividual differences in cognitive development from within a Piagetian framework. Considers the implications of recent Francophone…

Assessed Kolb learning styles and neo-Piagetian development levels of students who then completed a lecture/lab course with either inquiry or expository instructional methods. The predicted interaction between Kolb's thinking/feeling learning dimension and instructional method was not found, while thinking/feeling dimension and developmental level…