Noting the close relationship among reading, writing, and oral language documented by research, this paper considers studies of early writing development in the context of emergent literacy rather than in the context of work on writing processes and their development. Following a brief review of early studies of emergent literacy that includes…

An ethnographic study of kindergarten through grade two classrooms was conducted of various sociolinguistic contexts in which young students were developing oral and written language competencies. Nonparticipant observations were conducted in both regular classrooms and Chapter I small group classroom settings. The observations were analyzed from…

Suggesting that perhaps teachers have been overlooking the role of drawing in children's communication development by concentrating on the verbal aspects of language, this paper discusses aspects of verbal and graphic language and looks at the interrelationships between these elements in the process of communication. Selected picture stories of a…

Reflecting interest in children's language development, including an increased emphasis on written language production, this paper contains a review of research, some assumptions about children's language development, and a list of objectives for a combined literature and writing program for above-average students at the intermediate level. The…

A common assumption underlying cross-linquistic studies in child language is that the comparison of any feature in unrelated languages may simplify semantic-grammatical complexities in a way that studies on a single language cannot. This paper begins by discussing the order of acquisition of grammatical morphemes in Spanish by four…

This investigation studied the performance of fifteen normal and fifteen language-disabled children on experimental pragmatic tasks and on a standardized Piagetian measure of sensorimotor intelligence. The children were matched for mean length of utterance, all subjects performing at the holophrastic level. A series of experimental measures was…

This article hypothesizes that language repetition of young children (in the sense used by Kobashigawa and Snow) does not help language acquisition. The evidence comes from the results of a prior study in which no indication was found that mothers who repeat themselves a great deal have children who acquire language more quickly. However,…

A longitudinal study of English acquisition by a Vietnamese mother and her daughter is reported. Subjects of this study are Lan, a young Vietnamese woman in her late twenties, and her daughter Than, who was four years old at the time this study began. Neither knew any English when they resettled in Texas in the summer of 1975 after fleeing from…

The rapid growth of the need for technical translations in recent years has led specialists to utilize computer technology to improve the efficiency and quality of translation. The two approaches considered were automatic translation and terminology banks. Since the results of fully automatic translation were considered unsatisfactory by various…

The purposes of this paper are to explore the reading process from a psycholinguistic point of view and to discuss some of the implications that may have a direct bearing on children's becoming effective and efficient processors of meaning. The paper first reviews related literature in the following areas: language acquisition before school,…

In the first section a sketch of a tense logic is presented and a mechanism is suggested for including aspects of the tense logic into the Grammar (theory of language). Specifically, several grammatical structures are shown to incorporate temporal features. A semantic projection mechanism is utilized to amalgamate the temporal features in elements…

Reexamines the question of why pattern practice fails by hypothesizing about the information processing activities that they entail. (Author/CFM)

Describes a system developed for the automatic recognition of biological concepts in titles of scientific articles; reports results of several pilot experiments which tested the system's performance; analyzes typical ambiguity problems encountered by the system; describes a disambiguation technique that was developed; and discusses future plans…

A technique for evaluating children's auditory-language processing abilities was developed. Teachers were trained in inservice workshops to identify auditory-language processing problems, using the Observational Profile of Classroom Communication. They subsequently referred 46 nonhandicapped first-, second-, and third-graders for evaluation, which…

Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)