Significant correlations, especially between the black and white groups, and black and Hispanic groups, indicate that all groups show similar types of non-standard English usage and generally with the same frequency. (Author)

Reports a study determining whether significant differences in formant frequency are apparent when chronological age is compared with a measure of physiological age for children during the first six years. (TO)

Presents results of a study of the phonological, morphological, and syntactical oral language patterns of disadvantaged children of New Orleans. Many of the findings are relevant to beginning reading instruction. (TO)

Presents an overview of past approaches to language arts, current thinking, and results of a preliminary study suggesting practical routes for implementing the new research findings in the classroom. (CS/Author)

Research supported by a contract from the U.S. Office of Education. (HW)

Parts of this paper were presented in the form of a lecture at Florida State University, Tallahassee, on February 19, 1970. Section 8 was originally delivered as an informal seminar at the Departments of Electrical Engineering and Computer Sciences, University of Texas at Austin, on March 12, 1970. (VM)

Reports results of a longitudinal study of the acquisition of first words by 18 infants. Strategies used in word acquisition and environmental variables related to language development were investigated. Results were analyzed in terms of an interaction model of the language-learning process. (DP)

Revised version of a paper read at the summer meeting of the Linguistic Society of America, Buffalo, New York, July 31, 1973. Preparation of the paper was supported by a National Science Foundation grant. (VM)

Paper presented at the convention of Teachers of English to Speakers of Other Languages, Washington, D.C., February 1972. (RS)

Each speaker-hearer commands a language system that he uses unconsciously as he speaks and writes. Discovery of the rules underlying that system shows the futility of some accepted teaching practices and suggests other approaches. (Author)