Using the ability to understand five test structure sentences as a criteria of English comprehension, the author concludes that children pass through five specific stages of language development. The rapidity with which this development occurs is determined by Socioeconomic Status and reading interests of parent and child. (AF)

Preparation of this article was supported by a U. S. Office of Education Fellowship. (DS)

Discusses the oral language learning processes of children; a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D. C., November 29, 1969). (Author/SW)

Based on author's dissertation with the same title, University of Wisconsin. (Editor)

Includes facsimiles of paragraphs written by students in grades 1-6. (RD)

Stresses the importance for language learning of ordinary and familiar situations that bring about dialog between teacher and children. Emphasizes an environment for language learning that is stimulating for the children and that enriches and enhances the linguistic skills they already possess while increasing their expressive skills. (FL)

When asked to judge as correct or incorrect three categories of sentences (those with errors similar to their own patterns, those with common "baby errors," and correct sentences), four-year-olds made significantly fewer corrections of errors similar to their own, suggesting that children learn their own errors. (MSE)

Poses questions about language and learners, both child learners and teacher learners. (JL)

This study lends support to the modes of speech continuum and points to a relationship between linguistic and communicative competence. Results indicated that communicative competence of preschoolers increased with age and suggested a hierarchy from context-centered through topic-centered probes. Correlations with linguistic competence indicated…

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)

Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)

Examines within an experimental paradigm phonological selection and avoidance patterns of infants and discusses the role of these patterns in early lexical acquisition. (EKN)