Presents a case study of the babbling monologues produced by a Dutch child in the six weeks following acquisiton of the first word, which shows that this child's word production and his concurrent babbling are very much related. Concludes that word production influences the course of babbling and vice versa. (SED)

Summarizes and critiques the elements of Krashen's Monitor Theory, points out the major implications, and applies them to classes in Great Britain. The elements of Krashen's theory are: (1) the acquisition-learning hypothesis, (2) the monitor hypothesis, (3) the natural order hypothesis, (4) the input hypothesis, and (5) the affective filter…

Describes a study that tested deaf and hearing readers' sensitivity to the morphological structure of English words by using a lexical decision (word/non-word classification) task. Results indicate that despite prelingual and profound hearing impairment, it is possible to acquire a sensitivity to the morphophonological structure of English words.…

The article examines communicative processes underlying performance in classrooms and analyzes the effects of cultural differences on classroom interaction and learning. The importance of practice using literate discourse strategies is emphasized, and examples are provided of teacher/child collaboration at sharing time. Effects of teachers'…

Reports two experiments examining the abilities of normal children ages five to seven years and deaf-mute children ages 11 to 18 years in tasks demanding comprehension, production, and imitation of passive-voice and double-negative sentences. (Author/RH)

A series of three experiments was conducted with three severely retarded children to investigate the vocalization-producing potential of two antecedent conditions: adult talk (commonly cited antecedent) and adult silence. (Author/CL)

A national survey to determine current lanaguage methods and instructional philosophies indicated that many educators of hearing-impaired children combine various language approaches rather than adhering closely to any one method. Opinions as to the type of symbol system to use and when and how to use them varied greatly. (Author/CL)

Profoundly retarded 3-10 year olds (N=24) were divided into three groups: two cognitive training programs--object permanence or means-end--and language only. Results of pre- and posttests revealed that the cognitive training approaches were successful in enabling the majority of Ss to learn to use speech. (CL)

Examines ways in which the varying degrees of distance that occur in drama may help children to engage in more abstract levels of thought and language. (HTH)

Integration of language/communication objectives across the preschool day involves 6 steps: (1) determining language/communication objectives of students, (2) determining most appropriate model for integrating each language/communication objective, (3) determining settings for integration, (4) assigning staff responsibilities, (5) developing and…

Comparisons of age and test score correlations, comparisons of cross-sequential means, and trends of means for diagnostic subgroups and normal controls suggest developmental delay for all measured skills at all ages for autistic and schizophrenic children. Findings also suggest a trend for steady prepubertal cognitive skill development, followed…

Suggests that even the youngest children use systematic strategies in ordering the elements of a story based on causal and temporal relationships. (FL)

The relationship of the Uzgiris and Hunt Scales of Sensorimotor Development with six of the Adaptive Behavior Scale (ABS) domains and the Receptive-Expressive Emergent Language (REEL) Scale was investigated with 76 severely profoundly retarded children (mean age 6 years). Results were generally consistent with prior theory and research. (Author/CL)

A comprehensive analysis of the speech-sound production at ages two-three, five, and seven of two children with repaired bilateral cleft lip and palate. Results indicated individual differences in that one S's emerging phonological system was more characteristic of developmental delay while the other was more characteristic of structural…

The acquisition of verbs may be more difficult than noun acquisition because verbs encode information that is inherently less stable and more ephemeral. A sorting-strategies method was utilized to analyze young children's acquisition of verb meaning. (DF)