Students (ages 6-10, n=144), grouped by age and reading ability, were administered tasks with a demonstrated relationship to reading. The concept of dyslexia was supported only for the older group, for whom dyslexia appeared to be either a phonological deficit or a developmental lag. (Author/DB)

Argues that early French relative clauses (RCs) with gaps involve movement of the relative head. The article suggests that children lack relative operators for maturational reasons. This account shows that the deviation of early RCs from adult grammar is due to this lacuna and is compensated for in a manner consistent with Universal Grammar. (39…

This longitudinal study followed the social development of 239 students (including 10 students with learning disabilities) from kindergarten through fifth grade. Repeated measurements of peer acceptance, reciprocal friendship, self-concept, and social skills found a substantial amount of instability in social competence components for the students…

This response to Vaughn and Hogan (EC 608 627), who reported a longitudinal study on the social competence of 10 children with learning disabilities, looks at problems in doing longitudinal research; the influence of environmental factors; and developmental issues. Possible interventions with children having consistent social problems are noted.…

The implications of attachment theory for clinical work with maltreated children are examined in the context of the therapeutic relationship. The article describes therapeutic strategies in which the clinician intervenes to enable the child to modify negative and pessimistic beliefs and expectations of others and of self. (Author/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…

Encourages the appreciation of music through listening, responding with body movement, and sharing with children. Points out that early childhood educators and children who are nonmusicians can make and understand music. Identifies basic problems with preschool teachers' current practices in using music with young children and provides a list of…

Examines the weak relationship between structural and functional brain development. Maintains that variability is the basic characteristic of normal development, and that involves the ability to construct pluriform strategies and to select the proper strategy in any particular situation. Argues that McGraw recognized intra- and inter-individual…

This article discusses newer views of functional developmental plasticity occurring after biological insults to the developing central nervous system (CNS), including concepts of neurobehavioral outcome and ways to measure it, biological risk, age and development at onset of CNS insult, time since onset of CNS insult, and reserve. (Contains…

Examined effects of divorce and custody arrangements on Taiwanese preschoolers' emotional adjustment and gender role development 2 years after divorce. Found no differences in maladjustment of children from divorced versus two-parent families. Found children with same-sex custodial parents were better adjusted than children in custody with…

Investigated the reliability and item appropriateness, as discerned by adults affiliated with an infant center, of the Caregiver-Environment Scale (CES). Found the CES to be an easy to use, reliable instrument for evaluation. (Author/SD)

Highlights the importance of preparing young children to become peacemakers and peace builders. Addresses the steps of moving toward a culture of peace, preparing children for peace, peace education, and values education for peace. Advocates early childhood educators teaching peace to young children. (SD)

Explains that educational research in social studies must identify the practices contributing to children's well-being. Argues that research in social studies should be conducted within real school settings and must focus on the consequences of educational practice for children's development. (CMK)

Supports the view that children's developmental status and varied family, school, and cultural contexts all caution overgeneralization on empirically supported treatments. Supports Hughes' notion of developmental psychopathology as a relevant asset for school psychology practice and intervention research. Discusses several obstacles when applying…