Methods that can be used by the teacher to encourage children to use standard language are discussed. Three specific instructions to the teacher are given: (1) Recognize that this is part of the natural language growth process and accept it for that; (2) Realize that it cannot be changed overnight. The child will have to be exposed to the accepted…

This paper discusses the development of children's communicative abilities in relation to three models: the psycholinguistic model, which posits that grammatical competence is achieved through children's innate ability to abstract linguistic rules and apply them in creating sentences; the Bernstein hypothesis, which holds that not everyone…

Describes how to use wordless picture books to develop reading readiness and language competence. (MKM)

Narratives from part-Hawaiian children 5 to 12 years old in a variety of circumstances were collected for several years. Typical verbal routines, ways of analyzing the data, tendency of routines to structure speech events, functions of nonnarrative routines in narrative performance, and establishing a context for narration are considered. (EJS)

Selected spontaneous errors of word choice made between the ages of two and five by two children whose language development had been followed longitudinally were analyzed for clues to semantic developmnet. (JMB)

A detailed analysis of a six-month period in a child's acquisition of phonetic and phonological capacities indicates that the apparent plateau of the second year is a site of intensive language learning, which is not reflected in the growth of vocabulary or mean length of utterance. (Author/EJS)

Looks at phonological development in lexical terms and extends the method of Ferguson and Farwell to consideration of syllables within words. The research is directed toward the question of whether children acqure a sound system by following "universal" orders of acquistion or by developing distinct strategies. (EJS)

The purpose of the paper was to map the language development of children at infant school and examine spontaneous corrections made by the children of their speech. (Author/NCR)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Discusses the possibility of a neurolinguistic interconnection between the parieto-temporo-occipital junction, semantic aphasis, and cognitive and language development around age seven. (Author/HP)

Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Describes the Milwaukee Multimedia Home Education Project, which helps parents assist preschool children to acquire learning and language skills. (DD)

The simultaneous acquisition of Italian and English by a child living in Italy, the son of an American mother and Italian father, is discussed by his mother. In particular, the development of his vocabulary is analyzed. (Text is in Italian.) (CFM)

Compares data gathered for 5-year-olds in Montreal and Paris, and shows that the differences between the two communities are marginal in terms of the complexity of the acquisition process. Notable differences are observed in performance. (Text is in French.) (CDSH/CLK)