Rebuts an article that claimed to overthrow the authors' 1969 findings. It is demonstrated that the original study concerned syntactic organization and that interpretation of it as bearing on comprehension is largely unjustified. Comments on their prior work in light of new developments in child language are included. (EJS)

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)

Defines the concept of native speaker insight and suggests that, for the purpose of teaching English as a second language, the goal should not be native speaker insight (NSI) but NS Type 1, a reduced, adequate and attainable goal for foreign learners. (CFM)

Examined was the effect of a language development program led by a paraprofessional on the language skills of 24 severely mentally retarded institutionalized young adults. (CL)

The Regional Intervention Program (RIP) for Parents and Preschools is a language intervention program that encourages parent participation. Parents serve as language trainers for other parents, as language interventionists in the classroom, and as collectors of assessment and evaluation data, as well as communicative interactants with their own…

Describes the reading development of a child of average mental ability but with visual memory, auditory memory, and auditory discrimination problems. Concludes that instruction should be tailored to the child's level of development in order to maintain the child's positive attitudes and to progress in reading and writing achievement. (SRT)

Describes some of the components of the West German approach to beginning reading and writing instruction. (FL)

Research on child language acquisition should distinguish between different possible causes of variation and not just attribute variation to individual variation. An alternative analysis using a different methodology can show that children's patterns of acquisition are actually relatively similar. (Author/CB)

Language-impaired children (N=87) were assessed at the ages of 4, 4 1/2, and 5 1/2. In 37%, the language disorder resolved by 5 1/2 years (44% resolution in those with normal nonverbal ability). Outcome for individuals could be predicted with 90% accuracy at four years. (Author/KM)

The developmental model of communication growth is often the most appropriate framework for determining intervention goals with handicapped children. An integration of published literature describing the developmental progression of sensory, motor, and social abilities is provided as an intervention framework for developing communicative abilities…

Samples of the communicative behavior of a group of mildly mentally retarded adults were examined for indications of mature linguistic competence (specifically, grammatical morpheme and complex sentence use).Findings confirmed the expectation that the eventual mastery of these aspects of linguistic competence in higher-level retarded individuals…

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

Improvements in English-language skills made by hearing-impaired students can be assessed using the taxonomy of semantic development phases from L. Bloom and M. Lahey. Teachers are encouraged to transcribe, code, and analyze bimodal language samples and to write both form and content language objectives for hearing-impaired students. (JDD)

Examination of the transition to purposive use of intonation with single words for two infants revealed that both clearly used rising tones to ask questions by 1.5 years of age and demonstrated widespread and gradual grammatical use of intonation. (Author/CB)

Sentences evoked from three- to five-year-olds (N=16), analyzed for errors (particularly copying-without-deletion), showed errors when: the subject noun phrase (NP) contained a relative clause, the relative clause had an object gap, and the relative clause was long. (Author/CB)