Researchers agree that language and literacy derive from the first days of a child's life. Children become literate members in society by listening and interacting with the people that surround them. This study examines how children develop literacy through play by looking closely at the benefits of uninterrupted play and how it encourages…

Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified…

At one time, academic inquiries into the relationship between socioeconomic class and language acquisition were commonplace, but the past 20 years have seen a decrease in work that focuses on the intersection between class and early language learning. Recently, however, against the backdrop of the No Child Left Behind legislation in the United…

This study examined the speech perception, speech, and language developmental progress of 25 children with hearing loss (mean Pure-Tone Average [PTA] 79.37 dB HL) in an auditory verbal therapy program. Children were tested initially and then 21 months later on a battery of assessments. The speech and language results over time were compared with…

Assessing the language development of bilingual children can be a challenge--too often, children in the complex process of learning both Spanish and English are under- or over-diagnosed with language disorders. SLPs can change that with "SALT 2010 Bilingual S/E Version" for grades K-3, the first tool to comprehensively assess children's language…

This profile describes the University of Hartford's new Master of Education degree program in Aural Habilitation and Education of Hearing-Impaired Children. The Aural Habilitation and Education graduate program was conceptualized as a model partnership between Capitol Region Education Council (CREC) Soundbridge, the largest public provider of…

The pronunciation of voiceless stops in the initial and final position of monosyllabic words was studied with nine individuals (ages 13-17) with Down's Syndrome to determine whether the vowel affects the consonant production. A 55-page review of previous literature and research on the phonology of speakers with Down's Syndrome is included. The…

The idea is explored that the Subset Principle is available to first language learners but not to second language learners, and that this difference is responsible at least in part, for the fossilization that seems to be characteristic of second language acquisition. Several experiments are reviewed where it has been concluded that the parameter…

A discussion of the importance of the relation between psychology and philosophy for the understanding of child development. The positive contribution of Merleau-Ponty's phenomenological approach to developmental psychology are examined in the areas of perception, language acquisition, and the child's relations with others. (JMB)

Describes the sequences of Geneva middle-class school children in a block balancing task. It attempts to pave the way towards understanding the general processes of cognitive behavior. Analysis focuses on the interplay between the child's action sequences and his implicit theories which the observer infers from the sequences rather than from his…

This study found evidence for the emergence of a negation strategy prior to the statistically significant increase in antonym responding. The hypothesis that the marked member of an antonym pair is abstracted independently from learned contexts prior to its relating with the other member in the pair was supported. (JMB)

Reviews the idea of critical readiness periods for both language learning and cognitive development and relates it to mental subnormalities. (Author/SDH)

Results of a word association task administered to second and sixth grade children and adults suggest that whether the word association response is of the same or different form as the stimulus word is related to the word-count frequency of the stimulus and the participants age. (Author/KM)

This bibliography on child language acquisition which lists works published since 1966, includes book-length studies, anthologies, collected papers, conference reports, and journal and serial publications. (SW)