Described is an educational program to serve a heterogeneous population of mentally retarded children excluded from other treatment programs. (Author/MC)

Describes how behavioral and cognitive psychologies regarding language learning can be synthesized in the teaching of written composition to students learning English as a second language. (MM)

Author describes her experience with first graders who had already been labeled as failures in kindergarten, and her employment of the experience approach to learning, which is a good way to build from where each child is and to provide success-oriented activities for everyone. (Author/DR)

This paper attempts to sum up, in non-technical terms, the essential differences between the acquisition of a first and a second language. It represents a conviction that a large number of the key concepts of TESOL can be drawn out of this type of comparison. The opening paper presented to the Pre-Convention Study Groups at the TESOL Convention,…

The construction and validation of the Early Language Milestone Scale for children at risk for developmental disability are described. It is concluded that delayed achievement of early language milestones strongly suggests the presence of a significant underlying developmental disability. Journal Availability: See EC 152 486. (Author/SEW)

Brain research indicates that sensory-motor experiences during childrens' preschool and early school years may be the foundation for later language development. (MLF)

The article highlights literature on parent-infant programing, with particular emphasis on the role of parents, a direct and positive relationship between the gains achieved by very young hearing impaired children, and the extent to which their parents were taught to participate in their early education. (Author/MC)

Although language needs, strategies, and instructional situations vary considerably, some degree of integration of methods for native and second language instruction based on empirical research is recommended. The value of second language instructional methods for native language instruction, instruction for communicative competence, and the place…

Studies in the role of play in child development are classified in terms of their major correlates or dependent variables: (1) creativity, (2) problem solving, (3) language development, (4) logical skills, and (5) social knowledge. Study designs are critically examined, and internal and external validity problems are noted. (Author/PN)

Informal interviews with educators, administrators, employers, researchers, and civil rights attorneys indicated that three general areas of focus were apparent: conceptual variables (about what language learning and maintenance actually means); social variables (family, socioeconomic status, sex, age, region, politics); and attitudinal variables.…

Investigates the inconsistencies of personal pronoun production both in production and between production and comprehension in a pronoun-reversing child. (EKN)