Concludes that (1) conditions that precipitate vocabulary acquisition (appealing sound, "adultness," strong emotion, peer usage) are closely associated with both social affect and social environment and that (2) words are rarely learned as a result of traditional teaching methods. (FL)

Draws implications for the teaching and learning of writing from the language acquisition of children, based on the contention that human capacities for acquiring language do not change qualitatively as people mature. (DD)

The author advocates using the response-centered teaching approach (in which a teacher attempts to draw out of students their natural reaction to idea, event, and value found in the work of literature) with exceptional adolescents. (SBH)

The study investigated the development of language interrogatives in ten deaf children (ages six to eight years) through a program using expanded question structures. (Author/PHR)

An examination of the writing of an elementary school student shows how students' revisions in their papers and complete rewrites of them are indications of their writing development. (DD)

Describes one student's progress in phonetic spelling in kindergarten and first grade. (DD)

Concludes that youth confers no immediate advantage in learning to pronounce foreign sounds. (RL)

Explores the hypothesis that representation, as measured by object permanence attainment, is the main prerequisite for language acquisition. Differing definitions of representation, differing assumptions about cognitive stages, and differing criteria for assessing cognitive abilities such as object permanence may account for some of the divergent…

The language arts curriculum should involve methods, a content, and an atmosphere which celebrate creative language acquisition. (DD)

Describes a study which led to the conclusion that teachers of writing should stress audience sensitivity instead of mistakenly focusing on language as an object. (DD)

Children aged 5, 7, and 9 were tested on two different tasks to assess their understanding of sentences containing the connectives "when,""as soon as,""before,""after,""if,""if not,""unless," and "unless not." (Author/SB)

A total of 68 children between 10 and 12 years of age were given two role-taking tasks, a self-image questionnaire, and the Peabody Picture Vocabulary Test in order to determine the relation between role taking, referential communication, and self-image. (Author/SB)

If we held words half as dear as did our linguistic forebears, our speech and writing would be sharpened and our minds opened to new and splendid vistas. (Editor)

Two predictions based on H. Clark's and E. Clark's hypotheses of the acquisition of word meanings were tested: (1) when learning words which have both spatial and temporal meanings, children will understand the spatial meanings first, and (2) children understand the positive member of an antonym word pair before they understand the negative…

Infants (N=24) with history of otitis media and tube placement were tested for categorical responding within a visual familiarization-discrimination model. Findings suggest that even mild hearing loss may adversely affect categorical responding under specific input conditions, which may persist after normal hearing is restored, possibly because…