Presents study in which attempts by children to learn a number of new words revealed that their recall errors were similar to phonological deformations found in speech of young children in early stages of language development. Suggests role of memory needs to be taken into consideration. (Author/BK)

The article describes some of the limitations of most currently available language materials and presents a description of normal language development designed specifically for parents of hearing impaired children. Used in conjunction with workshops for parents at the Houston School for Deaf Children, the sequence represents 11 stages of language.…

Eight severely mentally handicapped adults were taught two adjective concepts--one adjective using group training and one adjective using individual instruction. Although group and individual training were equally effective in terms of rates of acquisition, generalization was 45 percent greater when exemplars of each adjective concept were taught…

Contends that the acquisition of fluent reading competency involves beginning readers' tacit recognition that they must learn to compensate for the absence of prosodic cues in the written signal by making use of the cues that are preserved. (HOD)

Describes a teaching method for writing and language development in which the class meets around a large kitchen table and the teacher's written responses to children's writing provides a model for their skill development. (HTH)

Proposes theory that the learning processes of first- and second-language learners are fundamentally the same, differing only in kinds of information used by both kinds of learners and the degree of automatization attained. Suggests designing second-language learning processes to simulate those occurring in natural settings. (Author/BK)

Discusses the art of riddling and its potential contribution to the elementary school language arts program, including a description of stages of riddling competence of children in the five-to-11 year age range and an examination of riddling efforts gathered from two classrooms. (HTH)

The study examined the spontaneous imitations produced by four Stage-1 preschool Down's syndrome children. The imitation speech of the children was compared to their spontaneous productions to determine whether words imitated are different from those produced spontaneously. (Author)

Preschoolers interpreted mental verbs with respect to their mental state in contrast to external state. These children were nontheless ignorant of definitive distinctions between the mental verbs, completely confusing cases of remembering, knowing, and guessing. (Author/RH)

Examined strategies used by infants when listener feedback indicated that their requests were not understood. Concluded that children in the early stages of language development have acquired at least rudimentary knowledge of appropriate conversational behavior. (Author/DB)

Describes two manual aids used in educating deaf children in Peking: the Chinese finger alphabet for teaching Chinese characters, and a new device being experimented with called the Chinese finger syllabary. Sample illustrations are given for both, as well as for the Pinyin finger alphabet. (PJM)

Deals with several related problems of language contact, approximative systems, and language learning situations. Proposes the recognition of "fixed approximative languages" in relation to learning situations. (Author)

Results of a study involving 15 normally hearing and 15 hearing impaired 12-year-olds supported the cognitive basis of a language development curriculum for hearing impaired children. (CL)

Using 60 subjects, aged five to eight, this study assessed the magnitude of relation between deaf children's perceptual motor development, measured by the Developmental Test of Visual Perception, and their language development. The relationship was positive and significant, but the value too small to indicate reliable association for individuals.…

Reviews current psycholinguistic research concerning language problems faced by deaf children and considers several requirements for a meaningful language learning environment for the deaf through the use of computer assisted instruction. A computer assisted language manipulation program is also described. (Author)