This review of the historical literature in language development focuses on the characteristics and development of written language, noting that since writing was considered a school function associated with prescribed sequential instruction, few investigations were conducted during the stages of initial growth in writing competency. Also noted is that studies of primary-grade children's writing were limited during the initial stages of the development of writing ability because of difficulties attributed to controlling factors of child development generally and the development of writing ability particularly. The historical review includes studies at both primary and intermediate grades. Contains 67 references of research published between 1926 and 1969. (NKA)