Narratives from part-Hawaiian children 5 to 12 years old in a variety of circumstances were collected for several years. Typical verbal routines, ways of analyzing the data, tendency of routines to structure speech events, functions of nonnarrative routines in narrative performance, and establishing a context for narration are considered. (EJS)

Selected spontaneous errors of word choice made between the ages of two and five by two children whose language development had been followed longitudinally were analyzed for clues to semantic developmnet. (JMB)

A detailed analysis of a six-month period in a child's acquisition of phonetic and phonological capacities indicates that the apparent plateau of the second year is a site of intensive language learning, which is not reflected in the growth of vocabulary or mean length of utterance. (Author/EJS)

Looks at phonological development in lexical terms and extends the method of Ferguson and Farwell to consideration of syllables within words. The research is directed toward the question of whether children acqure a sound system by following "universal" orders of acquistion or by developing distinct strategies. (EJS)

The purpose of the paper was to map the language development of children at infant school and examine spontaneous corrections made by the children of their speech. (Author/NCR)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Discusses the possibility of a neurolinguistic interconnection between the parieto-temporo-occipital junction, semantic aphasis, and cognitive and language development around age seven. (Author/HP)

Describes Joan Tough's research into the uses of language by middle-class mothers and their children in English society and presents the classification system for child language developed by Tough. (DD)

Describes the Milwaukee Multimedia Home Education Project, which helps parents assist preschool children to acquire learning and language skills. (DD)

The simultaneous acquisition of Italian and English by a child living in Italy, the son of an American mother and Italian father, is discussed by his mother. In particular, the development of his vocabulary is analyzed. (Text is in Italian.) (CFM)

Compares data gathered for 5-year-olds in Montreal and Paris, and shows that the differences between the two communities are marginal in terms of the complexity of the acquisition process. Notable differences are observed in performance. (Text is in French.) (CDSH/CLK)

This monograph presents a descriptive analysis of the syntactic patterns in 16 corpora of word combinations from 11 infants learning either English (six children), Samoan, Finnish, Hebrew, or Swedish. The mean utterance lengths range up to about 1.7 morpehmes. There are both reanalyses of corpora in the literature and new corpora. The data…

The present investigation examines three hypotheses concerning the development of temporal coordination of consonant clusters in the speech of children at four age levels. Results reveal that five and seven-year-olds can be separated from older children and adults on the basis of absolute duration of consonants. (CHK)

Data on the acquisition of lexical tone were collected from 17 Mandarin-speaking children. Among other results, it was found that: (1) tone is acquired relatively quickly; (2) mastery of tones occurs well before mastery of segmentals; and (3) Mandarin high-level and falling tones are acquired before rising and dipping tones. (Author/RM)

In four studies, 60 two- and three-year-olds were studied in an elicited imitation task wherein the linguistic form of sentences was varied according to conjunction structure and pattern of redundancy deletion in conjunction reduction. Both factors were found to affect imitation. (Author/RM)