Explains ways in which a kindergarten teacher can encourage reading among children by sharing books with them; sharing ideas about the conventions of print, art and writing; and discussing children's ideas for pictures, stories, and writing. (BB)

A severely handicapped four-year-old with Down syndrome received training in comprehension and expressive use of Rebus symbols representing new words and generalization of symbol use to the classroom. Significant increases in comprehension and expression scores and generalized symbol use occurred. Development of verbal expressive skills were also…

Notes that because reading and writing are separate but complementary aspects of a single language system, the way teachers plan activities determines the way in which children's writing helps them develop insights into their reading. (FL)

Explores sources on sex differences in reading achievement and presumed causes. Reports that explanations fall into two categories that are not necessarily mutually exclusive: physiological-maturational and cultural-societal. (NH)

The study investigated the effectiveness of a pragmatic language function protocol with a sample of 240 normal preschool children, aged 2-5, in a structured setting. The protocol was shown to be used reliably and was sensitive to differences in the mastery of language skills of normal children of different ages. (Author/JDD)

Examines the positive perspective of the nuances of show-and-tell. Suggests that show-and-tell can be: (1) an activity for closure and evaluation, and for clarification of feelings; (2) a forum for expressive and receptive language development; (3) a window into children's thoughts and feelings; and (4) a source for curriculum ideas. (Author/RWB)

Analysis and comparison of three independent transcriptions of the same speech sample collected from a hearing child with deaf parents resulted in two descriptions of the child's phonological system--one based on a liberal estimate and the other a conservative estimate of the potential error in the transcripts. (Author/CB)

Noting that some educators are calling for a whole language approach to teaching Spanish reading to replace the traditional word approach, reviews various methods of teaching Spanish reading and summarizes research that supports a psycholinguistic view of reading. Suggests specific guidelines and materials to help teachers move toward a whole…

Noting the use of mental pictures to aid students' learning--the keyword method--is effective for both good and poor readers, describes specific methods, provides research to support their use, and presents classroom applications that lead from teacher instruction to students' independent learning. (NH)

Three experiments were conducted to evaluate the effects of a training program implemented in a community setting for teaching receptive language skills to profoundly mentally retarded persons in a department store setting. Instruction was effective and store employees reacted favorably to the program. (Author/DB)

Describes longitudinal case study of the developmental sequence of certain English forms and the influence of input frequency on their acquisition by three-Spanish speaking elementary students. Reports findings which suggest that developmental sequence is variable and that input frequency does not influence it particularly. (NEC)

This special issue presents an overview and reprints of 23 articles from 25 years of "Theory Into Practice." It is divided into six general topics: Curriculum; Human Development, Language, and Communication; Instruction and Learning; Organization and Administration; Schooling and Society; and Teacher Education. (MT)

Reports the results of a six month qualitative study examining the reading and writing behavior in the natural pretend play of eight children four and five years old. Suggests that literacy is involved in two ways: (1) story making using setting, plot and resolution, and (2) displaying a literacy stance or orientation toward reading and…

Two studies examined the development of children's knowledge of the situations that provoke emotion. English and Dutch (Study 1) and Nepalese (Study 2) children were presented common emotional terms and asked to describe situations likely to provoke each emotion. In both cases, the determinants suggested by the children indicated that children…

Concludes that spelling-trained kindergarten children learned to read a set of words more effectively than controls. Argues that their greater success was not because they had learned to sound out and blend words, but rather because they had become better at phonetic cue reading. (FL)