This monograph points out the difficulties in language development of which teachers should be aware, suggests some methods through which children may be helped to overcome comprehension problems, and presents bibliographies helpful for persons who wish to undertake further reading. Chapters include "Some Possible Origins of the Prevalence of Verbalism," which defines verbalism and discusses the symbolic nature of language; "Reading and Understanding," which presents basic facts relating to understanding in reading, examines sources of difficulty in acquiring meaning, and suggests several necessary conditions for efficient teaching of reading; "How the Curriculum May Contribute to Understanding," which stresses the importance of first-hand experience in learning, presents studies on the significance of experience, and suggests approaches toward an experience-centered curriculum; and "The Development of Thinking and of Concepts," which stresses developing sensitivity toward word meanings and presents research acquainting teachers with the difficulties children encounter while acquiring language. Each chapter contains a bibliography. (RB)