This bibliography on the acquisition and development of speech and language lists, in alphabetical order by author, 423 books and journal articles published between 1937 and 1970. [Not available in hard copy due to marginal legibility of original document.] (DD)

Three levels of work in language development for preschool and primary age deaf children are presented, along with suggested daily schedules and yearly programs. Skills covered are speech, lipreading, auditory training, and language. Instructions are given for teaching activities in the areas of the various parts of speech and types of sentences.…

A nursery program for 48 deaf children aged from 1 1/2 to 3 years required active participation of the parents. Parents selected the program, tutored their and other children, observed behavior in the nursery which included hearing children, and participated in discussion of family problems. In followup, about three-fourths of the children and of…

This book consists of five lectures on communication given at the fifth Nobel Conference. Leroy G. Augenstein explores the positive and negative consequences of man's increasing capacity to manipulate and control the human mind. Peter Marler demonstrates that all the elements necessary for a communication system to qualify as a language exist…

In this report, an analysis is made of the Title 1 project of the Lorain City Schools in Northern Ohio. The language growth of an experimental group of 30 disadvantaged first graders, who had spent 45 minutes each day in a special language experience classroom, was analyzed using oral language recordings and extensive language tests in order to…

Educational intervention programs involving disadvantaged children have not sufficiently succeeded in the remediation of their academic deficiencies. Gains made appear to be very short term and generally unimpressive. Accepting the assumption that the deficiencies are not genetic, one is led to suspect the adequacy of the educational system.…

This paperbound edition consists of a series of lessons to be used in an English language and conceptual development program for 4 to 5-year-old Spanish-speaking children. The overall goal of the lessons, designed for use with migrant children, is to provide the child with the language and conceptual skills he needs to benefit from a standard…

In offering a "total approach" to educating disadvantaged pre-school youngsters, the authors examine the psychological pressures and economic deprivations of these children. Also included in the volume are chapters devoted to characteristics of the learning environment, language experiences, concept development, and administrative issues. (NH)

This study describes the segmental phonemes of five 4-year-old speakers of Black English, and analyzes both their language development and ethnic characteristics. The study group of Negro children, born and living in Washington, D.C., came from homes that met two of three specified criteria based on the mother's education and family income. The…

This document summarizes the second year accomplishments of Central Point School District Number 6's Title III project: Helping Eliminate Early Learning Disabilities. For purposes of evaluation, the project has been organized into three major components; Instructional; Development; and Management. Each component has product and process objectives.…

A conversation with the author's 7-year-old son who is just beginning to learn French serves to illustrate the concept of communicative competence and its implications for second-language teaching and testing. Communicative competence is defined as the ability to engage in spontaneous, interpersonal transactions, in contrast to linguistic…

The subject of this study was a Peruvian child who learned German first and, from the age of 2 years and 10 months, was systematically exposed to Spanish. At the age of 4, he had mastered both German and Spanish to the same degree of phonic, morphological, and syntactic competence. Two weeks after the surgical removal of a brain tumor at 5 years…

Skilled reading requires the reader to have adequate language competence and experience. As one reads, one anticipates what is written and checks one's guesses through the application of phonological, syntactic, and semantic rules. English as a Second Language (ESL) students are hindered by a different conceptual framework. For them, the…

The purpose of this study was to develop a foundation for reliable and effective measurement of significant parameters in the development of written language skills in school age children. The subjects for the study were 25 nine-year-old children, 12 boys and 13 girls, who were randomly selected from among 1,559 participants. The findings…

This updated version reflects current concerns regarding preschool and elementary education and the acquisition of language by children. It suggests creative ways of teaching the language arts and bases them on educational research and theory. Chapters deal with "Teaching English,""Language Study,""The Young Child's Language,""Spelling and Reading…