CULTURALLY DEPRIVED CHILDREN HAVE DIFFICULTY MASTERING BASIC COMMUNICATION SKILLS. WHILE UNDERPRIVILEGED CHILDREN CAN COMMUNICATE AMONG THEMSELVES AT A RATHER HIGH LEVEL OF FLUENCY, THEIR ONE-WORD SENTENCES, STRANGE SPEAKING NOISES, AND IRREGULARITIES PREVENT THE DEVELOPMENT OF BASIC READING READINESS SKILLS. A FUNDAMENTAL NECESSITY IN OVERCOMING…

THE UNSATISFACTORY STATE OF EDUCATION FOR THE DEAF IS A RESULT OF THE LACK OF PROGRAMS ASSAULTING PROBLEMS OF COMMUNICATION AND OF LANGUAGE LEARNING OF THE DEAF, LACK OF WELL PLANNED AND ADEQUATELY SUPPORTED RESEARCH, AND THE FAILURE TO DEVELOP SYSTEMATIC AND ADEQUATE PROGRAMS FOR EDUCATING THE DEAF AT ALL LEVELS. EARLY DETECTION AND EARLY…

THE WORD ASSOCIATIONS OF URBAN SLUM CHILDREN, BOTH NEGRO AND WHITE, WERE STUDIED TO DETERMINE WHAT IMPACT EXTREME SOCIOECONOMIC STATUS DIFFERENCES HAVE ON LANGUAGE DEVELOPMENT. THIS STUDY OF CHILDREN FROM THE LOWEST EXTREME OF THE SOCIOECONOMIC SCALE WAS MADE AS A FOLLOWUP TO AN EARLIER STUDY OF CHILDREN REPRESENTING VARIOUS CULTURAL AND…

ONE APPROACH TO CHILD LANGUAGE ACQUISITION IS THAT OF TRANSFORMATIONAL, GENERATIVE GRAMMAR WHICH EMPHASIZES MAN'S ABILITY TO UNDERSTAND AND PRODUCE AN UNLIMITED VARIETY OF SENTENCES THROUGH CONTROL OF A LIMITED NUMBER OF LANGUAGE RULES. THUS, A CHILD LEARNS TO SPEAK BY DEVELOPING HIS OWN THEORIES OF THE STRUCTURE OF HIS LANGUAGE. STUDIES OF…

THIS FOUR-PART REPORT LISTS 438 LANGUAGE RESEARCH PROJECTS. PART I LISTS PROJECTS BY PRINCIPAL INVESTIGATOR, INSTITUTION, AND TITLE. PART II LISTS, ALPHABETICALLY, PERSONS WORKING ON ONE OR MORE OF THESE RECORDED PROJECTS. PART III LISTS MAIN SUBJECT CATEGORIES AND SUBCATEGORIES, BASED ON KEY WORDS SELECTED FROM THE REPORTS. PART IV IS AN…

AN ANALYSIS OF CHILDREN'S WRITTEN LANGUAGE DEVELOPMENT RELATED TO GRADE LEVEL, AGE, AND SEX WAS PERFORMED (1) TO DISCOVER THE SEQUENTIAL STAGES OF LANGUAGE DEVELOPMENT AS REVEALED IN BASIC STRUCTURAL PATTERNS IN WRITTEN COMPOSITIONS OF INTERMEDIATE GRADE CHILDREN AND (2) TO ESTABLISH METHODS AND PROCEDURES AND PROVIDE RESEARCH INFORMATION ON THE…

Recent studies have documented the importance of a variety of contextualization cues such as intonation, voice quality, volume, and pitch in conversation. The appropriate use of and response to them presupposes that one has certain kinds of linguistic and sociocultural knowledge. There remains, however, the question of how children acquire this…

The results of two experiments on understanding metaphors were found to be incompatible with the popular view that deaf children have particular problems in understanding metaphorical uses of natural language. Profoundly deaf children were presented with several short stories and were instructed to select (from a set of four alternatives) the…

The checklist and manual are designed to measure changes in parental skills as a result of both group and individualized programing in a home based prescriptive infant program. Guidelines are also given on setting behavioral goals for parents that can be addressed by program activities. The inventory is divided into seven skill areas: parental…

Forty-five children drawn equally from nursery school, kindergarten, and first grade were administered a nonverbal imitation task, a production task, a comprehension task, and a verbal imitation task. The results of the four tasks support the Temporal Complexity Hypothesis, which states that the components of temporality--order among events (O),…

Narrative observations were made of remedial interchanges occurring among school children (K-4) in open classrooms. Transcripts of interchanges were typed move by move and coded according to a hierarchical coding scheme (remedy, defiance, no response, relief, ending, and ambiguous). The interchanges of the kindergarteners and first graders were…

The descriptive study explored the cognitive and linguistic performances of 63 multiply handicapped preschool children (ages 37 to 71 months). Five measures, such as the Peabody Picture Vocabulary Test, were used to assess the Ss, who were classified in one of three groups (cerebral palsied, other neurologically impaired, nonneurologically…

Children, four, six, eight, and twelve years old, and adults participated in a study of judgments of syllable similarity. Subjects listened to a disyllabic nonsense unit (the standard) followed by two comparison stimuli; they were then asked to choose the comparison stimulus "most like" the standard. Changes between the comparison stimuli and the…

A review of the literature reveals that increased syntactic maturity is developmental growth properly associated with elementary and junior high school students and that measuring this maturity will not prove that an individual writer is skilled or unskilled. Improved style, unlike increased syntactic maturity, is not quantifiable growth, though…

The use of "wh" forms in questions asked by four children was recorded from age 22 to 36 months, and analyzed. In the emergence of "wh" forms, the children first asked identifying questions with "what" and "who," followed in order by (1) "wh" pronominal questions which ask for major sentence…