Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

Three elements relating to reading in mathematics are discussed: language and mathematics, readability and mathematics materials, and suggestions for improvement of reading in mathematics. (MP)

As children move toward learning specified forms of writing, they organize print in their environment and learn generalized communication strategies. Learning to write is developmentally similar to the acquisition of oral language. Ten stages are suggested for understanding the development of children's writing. (JN)

A case study of a six-year-old reveals that unfounded assumptions about language growth and development may debilitate rather than facilitate the process of language literacy. Recommendations are made for open-entry language activities where constraints are allowed to evolve in a risk free language environment. (JN)

Among the various methods used by a classroom teacher to encourage writing in her first grade class are letter writing, writing a book, writing notes to each other, and keeping journals. The desire to communicate is the primary motivating factor in the development of both oral and written language. (JN)

A kindergarten teacher recounts her experiences with a southeast Asian student as he progresses with the English language. The "beautiful book," in which the boy would illustrate words and dictate appropriate stories for the teacher to transcribe, was instrumental in the boy's language acquisition. (HTH)

Argues that the extent of a child's sense of story influences the child's prediction of syntax and comprehension. Suggests ways for teachers to encourage children to develop their sense of story. (RL)

Surveys recent research in language acquisition, emphasizing the views of M. A. K. Halliday. (RL)

Examines recent attempts to explain children's word use and selection through recourse to information theory. It is concluded that information theory cannot account for the complexities involved in early word selection. (AM)

Reports on a study investigating the relationship between children's linguistic environment and language acquisition. In particular, the study examined the effect of mothers' speech on subsequent child speech. (Author/AM)

Reports on the objectives and phases of a research project seeking to discover the relationship between grammar as learned in the native language and as learned in a second language. (AM)

Presents methodological and factual analyses of children's use of imitative speech as a strategy in language acquisition. The impact of conversational interactions and picture-story books on the speech of one girl aged 20 to 32 months is demonstrated. Four methodological problem areas are analyzed. (Author/RH)

Reports that when hearing-impaired children imitated nonsense words containing bilabial consonants, the rank order of correct responses and total choices was "b" (highest), "m," and "p" (lowest). The data are discussed in terms of auditory-visual perceptions of the hearing impaired and the order of the sounds in normal-hearing children. (Author/RL)

Considers the use of syntactic complexity data as norms of syntactic development and notes misinterpretations that have resulted from the use of the term "syntactic maturity" for "syntactic complexity." (DD)

Seven principles underlying the development of speech communication skills in hearing impaired children are presented. Among the principles discussed are that speech is an invaluable asset and deserves high priority, and that the caregiver should be the primary agent in helping the child acquire speech. (Author/PHR)