This preliminary report describes an ongoing investigation begun in September 1970 of how Anglophone children with language-learning disabilities fare in French immersion programs. Their progress has been followed from Kindergarten to Grade 3, with positive preliminary results. The children have learned to read in both English and French; their…

A program to remediate echolalia in response to questions was administered to a 4-year-old boy enrolled in a preschool class for language-delayed children. (Author/PHR)

Data on 81 children (3 to 12 years old) enrolled in special education and regular classrooms were studied in order to examine the correlations between scores on various subtests of the Illinois Test of Psycholinguistic Abilities (ITPA) and scores on several other standardized tests commonly used in the diagnosis of language disabilities, and to…

In the first study of this series, it was found that children who have difficulty in primary French immersion are distinct from children having a primary reading disability, minimal brain dysfunction, hyperactivity or primary emotional disturbance. The present study was undertaken in order to cross-validate the findings of the first study, to…

When selecting grammatical structures to use as language development goals in training language disordered children, the language clinician may refer to various theoretical approaches. (Author)

Recognition of the noncommunicative functions of language has implications for the study and treatment of children with language disorders. (Author)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

A report is made of an investigation regarding the type of learning disabilities found in children who fail or do poorly in primary French immersion programs. Comments and criticisms are made by three guest analysts. (RM)

A special education teacher summarizes instructional techniques for teaching language handicapped children, with particular attention given to the teaching of reading (a linguistic method, based on phonemes, and with the goal of automatic association of sound and symbol implemented by the auditory-visual-kinesthetic approach). (KW)

Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups…