THIS GUIDE DESCRIBES A PROGRAM FOR DEVELOPING THE FACULTIES OF DEAF CHILDREN THROUGH LANGUAGE TRAINING. THIS CURRICULUM ATTEMPTS TO INSURE SEQUENTIAL LEARNING FOR DEAF STUDENTS AS WELL AS TO PROVIDE TEACHERS WITH AN OVERALL PICTURE OF THE DEVELOPMENT OF LANGUAGE. MATERIALS ARE ARRANGED ACCORDING TO EIGHT LEVELS. A LINGUISTIC APPROACH TO THE…

This communication skills program for kindergarten through eighth grade emphasizes oral language development and concept formation as the foundations of reading comprehension and written communication skills. Program development and implementation are discussed, including preliminary planning, inservice training, pilot program, parent and…

The linguistic development of 42 learning disabled students 10-16 years old was examined. Responses were elicited to five linguistic structures, including the distinction between "ask" and "tell", pronominal restriction, and the minimum distance principle. Data were analyzed in terms of three groups based on Verbal and Performance differentials on…

Findings concerning the relationship of perceptual-motor and oral-language organization to later reading achievement are discussed in relation to a predictive battery of 15 tests. It was concluded that the predictive efficacy of the tests depends on the degree to which they measure integrative ability rather than on the specific skills measured.…

Any topic, in this case Frogs, can be related effectively to all areas of the curriculum for an exciting and enjoyable reading/language experience. (JH)

Emphasizes the value of reading to preschool children as a method of developing language skills and enhancing reading readiness. (MH)

This article characterizes the extent and nature of the vocabulary changes in the People's Republic of China by identifying general areas of change and by observing particular features of the changes. (CLK)

Shows that the need to choose between literature-centered or experience-centered English instruction is a delusion, because instruction in literature also adds to the child's experience of language. (RL)

Analyzes ellipsis, pronominalization, emphatic stress, the indefinite article, the definite article, and initialization as used by child and adult speakers of English, Hungarian, and Italian. Conclusions: marked differences between the languages; early learning of the functions of the devices; some changes with age. (Author/EJS)

The article describes the development of a unit for deaf children using a hands-on media approach to facilitate the acquisition of various English language structures and to initiate the development of predicting meaningful language, given a visual stimulus. (SBH)

Reflects on the possible factors that enabled the author's child to learn to read at the age of five. (MKM)

The effectiveness of the Test of Language Development was studied with 32 children (ages four to nine years) who had speech and/or language problems. (Author/DLS)

Samples of spontaneous speech were collected from 20 English and 20 German preschool children and their mothers. The children's frequency of use of various tenses was compared at different age levels within each language, across languages, and with their mothers' frequency of tense usage in speech to the children. (Author/JMB)

Discusses recent studies giving conflicting answers, mostly unfavorable, to the question of whether the language laboratory is effective. Also, it is argued that children learn their native language by a process very different from foreign language learning and that research on the stages of language learning is urgently needed. (WGA)

A number of linguistic problems identified through analysis of primary mathematics texts are discussed. These include vocabulary, readability and perception. (MP)