The four Peabody Language Development Kits emphasize reception, expression, and conceptualization in organized lessons (180 in each kit) for disadvantaged and mentally retarded children, 3 through 9 1/2 years of age. (MC)

Montessori's theory of education, as related to speech communication skills learning, is explored for insights into speech and language acquisition, pedagogical procedure for teaching spoken vocabulary, and the educational environment which encourages children's free interaction and confidence in communication. (CH)

Mental ability, language development (English), language development (Spanish), and self-image changes were studied as effects of an early intervention program for preschool children. (Authors/JA)

Using a case study as illustrative material, the author argues that the linguistic growth of the child unfolds as a function of the interaction of several factors: Those that spring from within the child himself; those related to prenatal, natal, and post-natal events; and those that impinge on him from the environment. (Author/JM)

Reports a study determining whether significant differences in formant frequency are apparent when chronological age is compared with a measure of physiological age for children during the first six years. (TO)

Briefly lists the stages of early language development, compares normal with abnormal language development, and explores characteristics of language impaired school age children. Specific diagnosis and teaching examples are also provided. (TO)

Describes a literature-based oral language program and its effects on Black children's ability to reproduce standard English structures. (ST)

The parent of a 2 1/2-year-old language handicapped boy describes the therapist's and her own prescriptive teaching techniques during a 1-year period. (MC)

Special issue on "Changing Linguistics." (DD)

The two primary aims of today's English teachers should be to expose students to the universe of communication in all its complexity and to the different issues important to young people. (Author/RB)

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

Studied effects of participation in Science - A Process Approach activities through an experimental-control, pretest-posttest research design. Data analyses of 113 kindergarten children enrolled in four classes of an inner-city school showed that transmitting skills were enhanced with increasing beginning reading ability. (CC)

Discusses the power of early childhood education to overcome longstanding social, psychological, and economic problems. (Author/RK)