Describes a study which examined the relationship between mother's speech and the rate of child syntax growth for 22 two-and-a-half-year-old children. Results suggest that linguistic experience does contribute to syntax development but that the relation between linguistic input and language growth is different for different domains of language and…

Describes a study that compared the language abilities of first and third grade children. The children's narratives were analyzed for differences in T-units and the use of reference and conjoining. Results indicate that the older children used longer T-units and generally had more cohesive ties within their narratives. (Author/SED)

By analyzing children's verbal responses to various types of questions, understanding was increased about the impact of classroom questions upon young children's oral language development. (MM)

Describes a study showing that mentally retarded children and mentally normal children do not differ fundamentally in cognitive development within the framework of a particular cognitive training. (Text is in French.) (AM)

This research disputes the traditional position on babbling by showing that the phonetic content of babbled utterances exhibits many of the same preferences for certain kinds of phonetic elements and sequences that have been found in the production of meaningful speech by children in later stages of language development. (Author/RM)

In this longitudinal investigation of the emerging grammar of seven children, differences in linguistic acquisition were observed. Analyses revealed two distinct styles of syntactic acquisition that appeared to be sex- and speed-related with specific ties to particular utterance types and grammatical-relational specification. (Author/RM)

This case study of two Latvian children attempts to show how the parental terms for"mummy" and "daddy" in Latvian are acquired, paying particular attention to the changing relationship between the input and output forms during the acquisition process. (Author/RM)

Questions the purpose of having students "write" in class as a standard practice at the conclusion of a unit of instruction. (RL)

The purpose of this study was to determine the effect of verbal awareness training on the verbal behavior of student teachers in the field of social studies. (Author)

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)

Significant effects obtained in the modeling condition seemed due to the generalized increase in speech duration facilitated by the use of a model. Similarities and differences between instructions and modeling procedures are discussed. (Author)

Knowledge of what constitutes development toward language maturity in school-age children should enable us to make substantial improvements in the language component of the curriculum. (Author)