Children should be exposed to a rich linguistic environment, but language learning tasks cannot and should not be optimally ordered. (DD)

Evidence from the language use of young children is used to question accepted notions of language development and instruction in the three papers in this compilation. The first paper, "Young Children Challenge the Belief That Language Needs to be Taught Sequentially," challenges the notion of sequential development in which oral language…

Based on an examination of research on the language acquisition of children, the articles in this book are organized into three interrelated sections. Section one, "Language and the Young Language Learner," focuses on what and how children learn as they begin to acquire their language. The topic of language differences is also explored. Articles…

Urges classroom teachers to examine the current language research and dialect discoveries in order to teach effectively.

Encourages teachers to evaluate the appropriateness of language activities in the light of the language competencies children possess. (DD)

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Discusses the current debate over bi-dialectalism, proposing that we use dialects as a means of teaching language to everyone. (RB)

The discussion and activities in this booklet are designed to "tune in" language arts teachers to children's language so that they appreciate and respond properly to student language development. Chapter topics include responding to authentic/inauthentic child language, keeping records of children's spontaneous language and relating the words to…

This volume, intended for use in basic courses in language arts methods or in in-service training situations, presents a program of instruction based on Piaget's views of learning and the psycholinguistic perception of language acquisition and development. Throughout the discussion, language and intellectual development are related to children's…

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

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

Urges teachers to leave an expressive domain for the young child's writing, in which the audience is the young child. (DD)

An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)

Designed to grade children's knowledge of commonly used instructional terms in a particular language arts program, the AIT consists of a verbal part and a situational part. Each part assesses the same commonly used instructional terms: word, begin, letter, name, makes sense, beginning sounds, print, trace, capital letter, rhyme, period, stands…

The Southwest Regional Laboratory (SWRL) communication skills lexicon, compiled for use in the development of elementary instruction, is a set of words used by children between kindergarten and sixth grade. Although the lexicon was originally derived from the most comprehensive and up-to-date sources available, the major studies on which the…