Special issue devoted to research and the teaching of French in the elementary school. (VM)

Investigates the effects of two kindergarten programs, social class, and sex upon children's oral syntactic facility. (Author)

Research sponsored by National Institute of Mental Health and National Science Foundation grants. Visiting Research Associate positions were awarded by the University of Nairobi, Institute of Development Studies and Instutute of African Studies. Earlier version presented to the Institute of African Studies Seminar. (VM)

Author reviews the problems and offers guidance to teachers of English on the question of language usage. (MB)

Article refers to some of the activities carried out under the auspices of the Department of Pedagogic Investigations of the Institute of Higher Education of Uruguay. (Editor/MB)

The relationship between socioeconomic status and both recognition and recall vocabularies of upper elementary school children was studied. (CK)

Describes the materials and language elicitation procedures used in a Southwest Educational Development Laboratory project designed to determine the actual language (Spanish and English) used by Texas Mexican- American bilingual children. (FB)

Revised version of an article which appeared in the June 71 Bulletin" of the Centre de Recherche de l'Education Specialisee et de l'Adaptation Scolaire. (VM)

The author discusses cognition and affect as two aspects of the whole child" concept, describes positive and negative items relating to the home environment and parent behavior, suggests implications for school programs to encourage success, and redefines accountability in terms of the child's total self-concept. (SP)

A review of recent research findings on how a child develops a vocabulary and acquires the ability to express himself. Bibliography. (RB)

The present article draws upon some of the data collected by the Birmingham (England) Educational Priority Area (E.P.A.) Action/Research Project in its investigation into the effectiveness of pre-school language intervention programmes. (Author/RY)

Results of the study indicate that the strongest abilities of the children graduated from Head Start centers are least correlated with readiness and achievement, while their weakest abilities are most correlated. The abilities that are highly related to school achievement are those in which they show the greatest deficiency. (Author)

A report from the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts of documents pertinent to this topic. (RD)

Presents evidence that written responses to modality develop from a homogeneous writing quality to a more heterogeneous writing quality with some modes systematically favored over others." (Author)