Analysis of 24 spontaneous speech samples from children at 24 and 30 months revealed a correlated progression in the form, function, and meaning of adjective modifiers used with increased language development. (Author/DEP)

Examines the relationship of phonological characteristics of children's imitative utterances to the characteristics of spontaneous utterances in early stage I. The findings indicated that, while these imitative utterances were subject to the same production constraints, they were not subject to the same selection and avoidance rules operative in…

Provides an overview of "A Language for Life," the Bullock Report, and discusses some of its more important features that have implications for American language arts teaching. (DD)

Data in this study showed significant linguistic differences between six- and seven-year-olds and a leveling-off between the seven- and eight-year-olds. (DD)

The viewpoint is advanced that induction is a determing factor in the way knowledge is acquired and that in the acquisition of a language and the development of knowledge this process plays a crucial role. (JD)

Discusses a study which sought to determine the degree to which the reading activities in one school district's elementary schools are matched to certain psycholinguistic concepts. Concludes that, until teachers become more aware of how language works and what the reading processes are, reading instruction will continue to overemphasize the visual…

Reviews the literature concerning the importance of a child's oral language in learning to read. (JM)

Notes the positive attributes and shortcommings of Halliday's model for children's language development. (RL)

Proposes that phonological development involves the three fundamental processes of perception, organization and production. Acquisition proceeds by the suppression of natural phonological processes in a systematic fashion. Processes slide through a child's system, appearing first as constraints on perception, and later on organization and…

The nature of the task of defining words by means of other words and the development of language responses (from children aged four to seven) are discussed in terms of a linguistic analysis of the definitional form and its semantic relations. (Author/RM)

Discusses evidence that children's drawings and sketches are a part of their writing process and that stress on speaking and writing is superior to stress on reading and listening in sponsoring verbal growth. (DD)

Discusses some of the problems of language education and concludes that during the middle school years, children are potentially very aware of language and receptive to new ways of exploring and exploiting it. More needs to be learned about this critical stage of language development. (JM)

Describes four-year-olds' fantasy play, and how their language manifests their imaginations, moods, and personal fears. (HTH)

Data on intentional communication by 15 normal children (ages 11-14 months at outset) were collected at three stages (prelinguistic, one-word, multiword) over the course of a year. All displayed acts for regulating behavior, engaging in social interaction, and referencing joint attention at each stage but with changing proportions. (Author/VW)

Analyzes data regarding children's early talk about past experiences, resulting from longitudinal home observations of five working-class mothers and their two-year-olds. Results indicate that children talked primarily of negative past events, especially those involving physical harm, and that during this period temporally-ordered sequences…