Thirteen doctoral dissertations and five masters theses are summarized in this report of research on the disadvantaged child. Contained in each individual summary are the detailed descriptions of the experimental task, the results obtained and the analysis of these results. The eighteen individual theses are concerned with topics such as:…

This discussion is divided into three parts: (1) [native] language acquisition versus [second] language learning, (2) successful language learning, and (3) teaching strategies (grammar-translation, direct, cognitive and cognitive habit-formation). (KM)

Intended for the language arts teacher, this book focuses on how to develop children's language skills. The opening chapter of the book presents a brief overview of child language acquisition, children's language abilities at a particular age, and how these abilities develop. The second chapter, on the importance of children's literature, is based…

Written from a developmental interactionist viewpoint, this guide for teachers provides practical and useful ideas for working with infants through 9-year-olds. (Developmental interactionists contend that activities designed to foster one area of a child's development will tend to foster development in other areas as well.) Section I of the guide…

Operation Rewrite, a program developed for use in English instruction in Quebec (Canada), is a constructive teaching-learning method for increasing students' linguistic competency in written discourse. The program provides middle and secondary school students with structured exercises to study and rewrite, using the author's exact format but with…

This paper discusses research findings concerned with the reemergent recognition of the role of the father in early childrearing, the attitudes these fathers have towards their parenting role, and the identifiable impact they have on their progeny. Following a brief review of the literature on (1) how the American culture prepares boys for…

The language development of one child was examined from birth to three years of age in order to map the similarities and differences in the acquisition of oral language, reading, and writing skills. The study also sought to provide insight into why learning to read and write are not as naturally easy as learning to talk. Data were collected by…

The papers in this collection focus on the integration of child language development research into curriculum and instruction, which was the general topic of four conferences held in conjunction with the 1979 and 1980 annual conventions of the International Reading Association and the National Council of Teachers of English. Section one, on child…

The intent of this booklet is to provide practitioners and parents with (1) research findings related to three aspects of development important to all children--problem solving abilities, language development, and self-concept; (2) interpretations of these findings; and (3) activities for children appropriate to these findings. Bibliographies of…

A study investigated the relationship between reading to a child, the child's awareness of print, and the child's concept of reading. Twenty-four kindergarten children and 24 three-year-old children at a day care center were randomly assigned to three groups. Three times a week for four weeks, each child in each group was read a book in a…

Linguistic and cognitive competencies of preschoolers were revealed by interviewing them about routine activities. It was found that freeing preschoolers' speech from constraints inherent in talking about the immediate context results in their demonstrating control over a variety of language-related skills that are generally assumed to be beyond…

Theories concerning the relationship between language acquisition and cognitive development are examined, and implications for education are discussed. There is disagreement about the sources and processes involved in achieving linguistic performance, and in particular, determining linguistic competence. Among the many theories and modifications…

A study was conducted to test whether three, four, and five-year-old children would be better able to use either static or dynamic properties for grouping objects, and whether performance under these conditions would be better than when no property was given. One of the two study tasks, the free sort, also used by Rosch et al. (1976), asked…