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Maria Claudia Petrescu; Rena Helms-Park – Journal of Early Childhood Literacy, 2024
This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…
Descriptors: Multilingualism, Decoding (Reading), Word Recognition, Reading Difficulties
McPike, Grace – Elements: Translating Theory into Practice, 1980
Reports on an attempt to informally assess the practicality of an interactive, language processing model for curriculum development.
Descriptors: Change, Curriculum Development, Elementary Education, Evaluation

Shun-Chiu, Yau; Jingxian, He – Sign Language Studies, 1989
Traces the development of name signs, developed within the first month of arrival for each of 21 new resident pupils at a Chinese school for the deaf, identifies initiators of signs, discusses the nature of the name signs, and analyzes their linguistic structure. (Author/CB)
Descriptors: Deafness, Elementary Education, Foreign Countries, Language Acquisition

Alexander, Deborah W.; Frost, Barry P. – Perceptual and Motor Skills, 1982
Synthesized speech stimuli with slowed-down critical formant cues were easier for 24 children with delayed language to discriminate. Further training with extended duration stimuli did generalize to stimuli of normal durations. (Author/CM)
Descriptors: Aphasia, Audiometric Tests, Auditory Training, Delayed Speech
Wenk, Brian – Francais dans le Monde, 1989
Describes an experimental French foreign language program in one Italian region's primary schools. Discussion focuses on specific strategies used for developing proficiency at that age level based on the characteristics of French and the nature of language. (MSE)
Descriptors: Educational Trends, Elementary Education, Experimental Programs, FLES

Chan, Lily; Nunes, Terezinha – Applied Psycholinguistics, 1998
A study investigated children's understanding of the formal and functional aspects of written Chinese in an orthographic acceptability judgment task and a creative spelling task. Subjects were 60 Hong Kong children ages 4 to 9. Results suggest that learning to read and write in Chinese is not accomplished by rote learning of characters but through…
Descriptors: Applied Linguistics, Chinese, Elementary Education, Foreign Countries
Dimakos, Ioannis C.; Porpodas, Constantine D. – 1993
The production of non-narrative information (descriptive versus expository) across written and oral modes was examined for second-, fourth-, and sixth-grade Greek elementary school students. Written and oral protocols were taken from a total of 240 students at each of 3 grades and evaluated according to: (1) the size of the text produced, measured…
Descriptors: Communication Research, Descriptive Writing, Elementary Education, Expository Writing

Evans, Glen; And Others – Australian Journal of Education, 1980
An analysis of communication difficulties experienced by Australian children of lower socio-economic status and/or immigrant background led to the development of a program aimed at helping 8-12 year olds develop linguistic selection rules necessary for effective information transfer and processing. (Author/MLW)
Descriptors: Communication Problems, Elementary Education, Elementary School Students, Ethnic Groups

Kelly, Melissa F.; Miller, Kevin F.; Fang, Ge; Feng, Gary – Journal of Experimental Child Psychology, 1999
Explored the effects of differences between English-language and Chinese numerical systems for naming months and days on calendar calculations. Chinese and U.S. 8- and 10-year olds and undergraduates were asked to name a date coming before or after another given date. Found that Chinese speakers used calculations; English speakers recited names.…
Descriptors: Cognitive Development, College Students, Cultural Background, Cultural Differences
Bialystok, Ellen – 1988
An overview of current theories of reading and the acquisition of literacy skills by children is presented. A research framework in which reading can be described in terms of the processes employed in other language uses is introduced and used to explain the failure of some children to learn to read. An ongoing research program is described that…
Descriptors: Child Language, Children, Cognitive Development, Elementary Education

Frankel, Daniel G.; Arbel, Tali – Journal of Experimental Child Psychology, 1981
Developmental changes in the interaction between word order and structural cues were investigated. Hebrew-speaking children between 4 and 10 years old interpreted noun-verb-noun utterances. Both word order and structural cues affected interpretation by all subjects, though the role of structural cues increased with age. (Author/DB)
Descriptors: Age Differences, Children, Concept Formation, Cues
Stavy, Ruth; Wax, Naomi – 1992
The relationship between language, thought, and concept formation has been a central issue in many studies and theoretical discussions in various domains--philosophy, psychology, anthropology, and linguistics. The relation between language and concept development can be framed as two opposing questions: (1) Does the child learn concepts first and…
Descriptors: Child Language, Children, Comparative Analysis, Concept Formation
Stewart-Dore, Nea, Ed. – 1986
Intended to bridge the gap between current research and theory about literacy learning and teaching and teacher knowledge of that theory and research, this book raises questions about what teachers should know about language, literacy, and learning to help children become confident, reflective, independent learners both in and out of school.…
Descriptors: Classroom Environment, Cognitive Development, Elementary Education, Foreign Countries

Beniak, Edouard – 1984
Three studies are presented, each of which is a comparison of the acquisition of an aspect of the French verb system by three groups of speakers. The speakers are: young Anglophones learning French as a second language in an early French immersion program in Montreal; young monolingual Francophones attending elementary French language schools in…
Descriptors: Bilingual Students, Children, Comparative Analysis, Elementary Education

Verschaffel, Lieven – Journal for Research in Mathematics Education, 1994
Reports on a study in which (n=40) fifth graders solved and retold one-step compare word problems. Students performed better, had shorter response times, and retold problems correctly more frequently on consistent-language problems than on inconsistent-language problems. (Contains 36 references.) (MKR)
Descriptors: Analysis of Variance, Cognitive Style, Elementary Education, Elementary School Mathematics
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