An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)

This article presents a wholistic picture of the major factors in the language learning process. (RC)

Suggests that the evolutionary process in each child's acquisition of language is a mirror image of the historical evolution of the language. (TO)

A brief, personal account which gives the general recommendations resulting from the seminar. (SP)

Discusses the identity of language problems among elementary school students and suggests ways to help solve them. (GB)

Factors involved in learning to read are discussed. (CK)

Misconception of the role of the dictionary results in poor attitudes toward reference books and, consequently, inadequate skills in reading them. (Author/RY)

Indicates that the variables associated with age not only increase recall performance and chunking but they influence the manner in which semantic and syntactic information in sentences is processed as well. (Author/WY)

Suggests that children should learn to read by creating their own spellings for familiar words. (NH)

Overview of current research on how children learn their native language before school. Implications to aid learning in school are discussed. (DR)

The second language learner, in acquiring grammatical rules, must draw hypotheses about language from exposure to examples and use these hypotheses for creating further utterances. Mistakes which force the formation of new hypotheses are a natural part of this process. A sample lesson taking these factors into consideration is presented. (FWB)

One aspect of the phonology of a four-year-old child with Down's syndrome was explored: a phonological constraint ordered his consonants from those produced at the front of the mouth to those produced at the back of the mouth. The value of an analysis that recognizes phonological strategies and larger than phoneme units is discussed. (Author/SEW)

Discusses published references to deaf infants babbling like normal hearing children and states that the relationship between babbling and hearing still remains to be proven. (EKN)