Derived from the first phase of a research study entitled "The Cognitive and Social Development of Pre-School Children in Singapore" (the IE-BvLF study), the essays in this collection focus on the language, numeracy, cognitive, and social development of approximately 3,000 Singapore children between 1983 and 1986. Following a prologue…

Intended for parents and others caring for young children, this viewer's guide and videotape leads adults along the path of child's language acquisition and demonstrates how to use a language-rich environment to communicate with infants, toddlers, and preschool children in ways to foster language development. The first half of the guide presents…

The Library/Head Start Partnership Project is administered through a joint agreement between the Library of Congress Center for the Book and the U.S. Department of Health and Human Services Head Start Bureau. Its purpose is to demonstrate how libraries that serve young children can plan and work with Head Start programs to enhance learning and…

A group of studies on child language development between ages 2 and 3 is presented. The studies, originally published between 1970 and 1989, are the result of a longitudinal research program. An introductory section describes the contents, offers background information on several different perspectives (developmental, learnability, cross-cultural)…

An interactive/cognitive model can account for the acquisition of a graphophonemic system by young children and be compatible with the cuing explanation, which posits that readers use their graphophonemic knowledge in coordination with their knowledge of language and the world to make sense of print. Explanations in the research literature of how…

A study of children's acquisition of the auxiliary verb system in English is reported. The first section describes the operation of the auxiliary system, and proposes that the behavior of auxiliaries is so complicated that if children were to generalize from one auxiliary to another, they would make predictable errors. The second section reviews…

A 5-year followup study was conducted of Spanish/English bilingual children and their families who had participated in a previous study of early bilingual acquisition when the children were 3 to 4 years old. Language use and interaction patterns by parents, children, and siblings were observed at home. School achievement information and interview…

Designed to reveal children's awareness of print and use of contextual clues and to discover their metalinguistic awareness, language use, and attitudes toward reading and writing, this instrument consists of six tasks. The first three, print awareness tasks, present familiar labels and signs with different degrees of contextuality. The fourth and…

Designed to accompany a slide and tape package, this booklet outlines the role parents can take in children's language development. Following an introduction which familiarizes parents with the concepts of receptive language (comprehension of spoken language) and expressive language (the information a person is trying to communicate and the form…

This article summarizes early work on child language learning and reviews more recent work. It appears that recent research shows that children's linguistic cues, spoken by adults, are slower, less varied and more concrete than adult-adult speech. (Available from North-Holland Publishing Co., P. O. Box 211, Amsterdam, The Netherlands.) (CHK)

This article compares first and second language acquisition and applies conclusions pertaining to first language acquisition to second language learning, specifically that a command of grammar is essential and this grammar is independent of that associated with the written language. (CLK)

Two questions, what is a contrastive grammar, and what is comparable across linguistic systems, are touched on. The problem of the exact relationship of contrastive linguistics to linguistic theory is addressed. Two perhaps mutually exclusive views are discussed. See FL 508 197 for availability. (Author/RM)

Analysis suggests that Korean children use different sentence-ending morphemes to encode different degrees to which they assimilate information into their knowledge system, and that they acquire such epistemic distinctions at a very early age. The study focuses on the occurrence of the modal markers "-ta,""-e," and…

Noting that parents play a key role in assisting their children in learning to talk, this pamphlet helps parents to understand the relationship between hearing, talking, and the process and stages of normal speech and language development. The pamphlet also suggests ways in which parents may encourage their children's listening and talking skills…

This book provides an overview of bilingualism and bilingual education by examining historical and recent literature, presenting firsthand observations, and demonstrating how both popular views and scholarly research actually mirror larger social issues. Following the first chapter, a brief introduction, chapter 2 reviews the historical…