There are many links between literacy and movement. Movement and language are both forms of communication and self-expression. Rhythm is an essential component of both language and movement. While people may think of rhythm primarily in musical terms, there is a rhythm to words and sentences as well. Individuals develop an internal rhythm when…

A cued recall procedure was employed to assess the effectiveness of implicit and explicit word prompts for sentence memory in children. The implicit cues were much less effective than the explicit cues for 6-7 year olds while the cue types did not differ for 11-12 year olds. (Author/DEP)

Findings suggest that spatial relationships are established earlier in a developmental sequence than temporal relationships. (RB)

This article discusses a study designed to ascertain the comprehension of the role of "because" in a sentence in children between the ages of 5;8 and 10;11. (CFM)

Two studies were conducted to discover possible patterns in question acquisition. For the production study, questions were collected from 22 children aged two to eleven. In the comprehension study, 100 children, aged three to five, were tested. The test controlled syntax and vocabulary and varied specific "wh-" question-words. (Author/RM)

This report summarizes two years of research by a team at the University of Austin, aimed at developing and testing a model of sentence comprehension. The general model that has guided the work maintains that, on the basis of cues available in a sentence's surface form, the hearer projects hypotheses about the grammatical relations and semantic…

The comprehension ability of 36 children at three stages of telegraphic speech was assessed using active behavioral responses to declarative and imperative sentences. A significant increase in verbal and behavioral appropriateness with age was found for imperative and declarative forms. Results are compared with Shipley, Smith and Gleitman's…

This study examined the comprehension of Wh-questions in English in children between the ages of 5 and 9. The study showed that difficulties with Wh-questions are not overcome by the age of 9. (Author/RM)

Short essays written by 60 secon d and third grade children were analyzed in order to compare the global quality with the syntactic maturity contained therein. Global quality is a broad measure of the level of ability and development evidenced by the pupil in his particular writing. Syntactic maturity is a measure based on the existence of various…

Three studies tested the ability of children of different ages to comprehend spoken sentences while viewing pictures that differed from the sentences according to some plausible combinations of actor, action, and beneficiary. In the first two studies, involving a total of 140 subjects, nine contextual conditions were used, including sentence only,…

A conceptual category approach to the study of the comprehension of natural language is presented as an alternative to previous approaches made solely in terms of information gain or specific linguistic variables. Elementary school children between the ages of 6 and 11 years were given a referent identification task to test their comprehension of…

In order to investigate the development of word-formation abilities, 3-, 5-, and 7-year-olds were asked to act out with toys, judge, and make up sentences containing instances of class extension. Some sample sentences are "Can you upside-down the clown?" and "Broom the spoon." Children dealt with such sentences in much the same…

Three empirical studies were conducted to investigate the hypothesis that the "easy to see" construction (such as in the sentence "children are hard to understand") is acquired at a younger age than the 7-9 year range reported by previous studies (Cambon and Sinclair, 1974; Chomsky, 1969; 1972; Cromer, 1970; Kessel, 1970).…