Asserts that language teaching is introduced into the curriculum at precisely the wrong time: the point at which language acquisition has diminished and language learning is more dominant. It is also stated that compulsory language learning is destructive and that bilingualism provides another way of looking at the world. (EJS)

Reports on children's mastery of one type of sentence structure which is derivationally complex and which has been shown to be psychologically complex as well, given the criteria of both comprehension and acceptability to the native speaker. (HOD)

The study examined the role of verbal mediation in language processing by 88 children (ages 8-12 years) with low verbal/high performance Wechsler Intelligence Scale for Children (WISC) profiles. (Author/PHR)

Phonological development in children is described in terms of four stages; (1) preverbal vocalization and perception (birth to 1;0); (2) phonology of the first 50 words (1;0 to 1;6); (3) phonology of simple morphemes (1;6 to 4;0); and (4) completion of the phonetic inventory (4;0 to 7;0). (CTM)

When a formula for assessing the language stimulation value of pictures was applied to several basal readers, the results indicated that most of the pictures were of low potency or stimulation potential. (MKM)

Examines the nature of thematization and thematic progression in children's narrative styles, in order to draw some conclusions regarding the acquisition of textual skills. (AM)

American Medical Association, 535 N. Dearborn Street, Chicago, Illinois 60610. The developmental, psychological, and educational sequelae of chronic otitis media (a middle ear disease) occurring during the first 3 years of life were investigated in a group of children (ages 6-11 years) with educational difficulties. (Author/DLS)

An epidemiological study of 205 children (3-4 years old) showed there to be a marked association between behavior problems and language delay. (Author)

Presented is a rationale for implementing early transdisciplinary intervention in behalf of blind and visually handicapped, mentally retarded infants. (Author/BD)

An analysis of the social, educational and political factors in bilingual education and French language maintenance in Ontario. After the fourth grade, most Francophone children tend to speak English. Encouragement to use French must come from the social domain, beyond the school and the home. (Text is in French.) (AMH)

The translation process is discussed from these aspects: (1) Natural translation by bilinguals, explained by a discussion of research in translation skills among bilingual children, (2) the requirements for good professional translation, and (3) a description of the curriculum at the University of Ottawa's translation school. (AMH)

This paper reports on the investigation of two major issues: (1) are successful readers more fluent in oral and written language than nonsuccessful readers? and (2) are there differences in oral language between lower socioeconomic-level readers and middle socioeconomic-level readers? (Author)

The importance of contextual influences to conversational competence development is emphasized. Included are one or more significant adults whose systematic patterns of feedback teach children rules of conversation while providing guided practice in the use of these rules. The role of expansion is examined as one of the common patterns of feedback…

Eight retarded preschool children placed in a day activity center setting were selected for inclusion in a multimodality receptive language program to increase receptive language development and stimulate verbal (expressive) language behavior. (Author/SBH)