The study of speech errors, or "slips of the tongue," is a time-honored methodology which serves as a window to the representation and processing of language and has proven to be the most reliable source of data for building theories of speech production planning. However, until "Kids' Slips," there has never been a corpus of such errors from…

Uncertainty scores of the type proposed in this study, if suitably refined, may measure the developmental progression from stereotyped reliance on individual syntactic forms to flexible utilization of productive rules. (Authors/CB)

Research on which portions of this study are based was performed under a National Science Foundation Grant and a grant from the National Endowment for the Humanities. (VM)

Paper presented at the convention of Teachers of English to Speakers of Other Languages, Washington, D.C., February 1972. (RS)

Special issue devoted to research and the teaching of French in the elementary school. (VM)

Focus of the study was to explore the developmental trend of syntactic maturity and vocabulary diversity in the spoken utterances of kindergarten, first, second, and third grade children as they responded to adults in a structured situation. Also looked for possible language differences which might exist between the sexes. (RB)

The author describes an approach to teaching reading and writing in which emphasis is on the child's production of language. (Author/JB)

This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Reading levels attained by two groups of language-disordered children at the end of the first year of school were compared. Results confirmed the association between reading disability and language disorders, and yielded group differences: reading achievement was associated with semantic and syntactic competencies. (Author/RD)

Analyzes mother and child speech in free play conversation for different semantic and syntactic categories. Based on the study of changes taking place over time in children's use of semantic categories, argues against the hypothesis that the mother's speech is gradually adjusted to the child's performance. (Author/MES)

Briefly discusses theories on second language reading strategies and describes pilot study conducted at University of Ottawa using cloze procedure to help determine roles of syntactic versus semantic cues and similarities and/or differences between L1 and L2 reading strategies. (Author/BK)

Proposes that dialogue provides children with opportunities to participate with adults in creating linguistic relationships of which they would be incapable alone. Reports the findings of a study of dialogues between mothers and their young children. (FL)

Tests used were the Northwestern Syntax Screening Test (receptive), the Test for Auditory Comprehension of Language, and the Bellugi-Klima Comprehension Test. Significant differences in Ss' performances across tests were found for 11 of the 22 grammatical features under consideration. (Author/DLS)