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Showing 1 to 15 of 22 results Save | Export
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Preston, Jonathan L.; Frost, Stephen J.; Mencl, William Einar; Fulbright, Robert K.; Landi, Nicole; Grigorenko, Elena; Jacobsen, Leslie; Pugh, Kenneth R. – Brain, 2010
Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents…
Descriptors: Sentences, Written Language, Intelligence Quotient, Language Acquisition
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Robins, Sarah; Treiman, Rebecca – Applied Psycholinguistics, 2009
In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity…
Descriptors: Semantics, Written Language, Freehand Drawing, Linguistic Input
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Buss, Kathleen Telepak – Reading Psychology, 1984
Reviews the concept that the melodic features of language play a major role in a child's acquisition of both oral and book language. (FL)
Descriptors: Child Language, Language Acquisition, Language Rhythm, Learning Strategies
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Nystrand, Martin; Himley, Margaret – Theory into Practice, 1984
The nature of meaning as it is developed through interaction between individuals is explored in a discussion of how writers lead readers to understand a text. (DF)
Descriptors: Child Language, Communication Skills, Discourse Analysis, Primary Education
Ariaux-Marraux, Isabelle – Langages, 1980
Analyzes in detail the expressions used by 39 grade school children explaining--in writing--the rules of a ball game. The analysis focuses on the linguistic strategies employed to define the actors and the actions of the game and establishes correlations between these strategies and the sociocultural background of the writers. (MES)
Descriptors: Child Language, Childrens Games, Communicative Competence (Languages), French
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Haley-James, Shirley M. – Language Arts, 1982
Observes that children are ready to write when they understand what writing does, when they are interested in writing, when they want to communicate through writing, and when they understand that written symbols represent meaning. (RL)
Descriptors: Child Language, Primary Education, Student Attitudes, Student Development
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Olson, David R. – Journal of Communication, 1981
Appraises the academic reception of McLuhan's ideas. Suggests how his insights can be applied within a systematic research tradition. (The author uses his own research on the bias of speech and writing as an example.) (PD)
Descriptors: Child Language, Children, Higher Education, Literacy
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Nagy, William E.; Anderson, Richard C. – Reading Research Quarterly, 1984
Concludes that there are about 88,500 words in printed school English and that even systematic direct vocabulary instruction could not account for a significant proportion of all the words children actually learn, nor cover more than a modest proportion of the words they will encounter in school reading materials. (FL)
Descriptors: Child Language, Computational Linguistics, Elementary Education, Language Usage
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Lehnert, Linda; Johnson, Barbara – Reading Psychology, 1984
Reveals that in the average number of words per T-unit, the complexity of basal reader passages generally exceeds that of children's oral language, and that none of the basal series studied exhibited a graduated increase in average number of words per T-unit among passages in the same reader. (FL)
Descriptors: Basal Reading, Child Language, Content Analysis, Oral Language
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Goodman, Yetta M. – Language Arts, 1982
Presents examples of young children using written language. Shows teachers and parents what they can learn from children's developing sense of written language. Suggests activities by which parents and teachers can spur child language development. (RL)
Descriptors: Child Language, Early Childhood Education, Language Acquisition, Language Experience Approach
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Ravid, Dorit; Zilberbuch, Shoshana – Journal of Child Language, 2003
Examined the distribution of two Hebrew nominal structures in spoken and written texts of two genres produced by 90 native-speaking participants. Written texts were found to be denser than spoken texts lexically and syntactically as measured by a number of novel N-N compounds and denominal adjectives per clause; in older age groups this difference…
Descriptors: Adjectives, Age Differences, Child Language, Hebrew
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Little, David – Language Awareness, 1997
Presents a language-awareness (LA) perspective on the concept of autonomy in second-language learning. The article distinguishes between two kinds of LA, examines child development and the role played by metalinguistic knowledge and literacy in first-language acquisition and examines the role played by both kinds of LA in second-language pedagogy.…
Descriptors: Child Language, Concept Formation, Grammar, Independent Study
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Lehnert, Linda – Reading Horizons, 1982
Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)
Descriptors: Child Language, Comparative Analysis, Grade 1, Language Acquisition
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Bayley, Robert; Pease-Alvarez, Lucinda – Language Variation and Change, 1997
This study tested a theory of null subject pronoun variation, based on a model of discourse connectedness, on the oral and written Spanish narratives of northern California Mexican-descent pre-adolescents. Results indicate the children with greatest depth of ties to the United States are less likely to use overt pronouns than children born in…
Descriptors: Child Language, Discourse Analysis, Language Patterns, Language Variation
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Timberlake, Pat – Young Children, 1995
Examines invented spelling as a stage of progress in children's writing growth. Suggests that children generally understand consonant sounds first. As a consequence, they start invented spelling often omitting all or most vowels. Gradually, as children make the transition to conventional spelling, vowels are added. Proposes ways to facilitate…
Descriptors: Child Language, Cognitive Development, Developmental Stages, Invented Spelling
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