Discusses the use of linguistic resources the child has already acquired when he comes to school in helping him learn to read and communicate effectively. (Author/RB)

Research supported by a University of Nebraska Research Council Summer Fellowship. (DD)

Author brings together from some major sources what we know about metaphor and suggests some questions for systematic study concerning children and metaphor. (Editor)

Research supported by a grant from the National Science Foundation; reports results of experiments in general cognitive development of children tested for their comprehension of the words more'' and less'' (RS)

Children 5 to 7 years old were studied; results compared role of private speech in relation to task difficulty, age, and instructions given. (SP)

Article to be continued. (DS)

Special issue devoted to research and the teaching of French in the elementary school. (VM)

Suggestions on incorporating children's chants, games, riddles, and songs into the language arts program. (SP)

The questions Piaget has put to children during his research are either ambiguous or tendentious. Consequently the answers received do not necessarily follow from the child's conception of the world but quite probably from his expectation of the kind of answer required. (Author)

The normal" six-year old has control of all aspects of his language when he begins attending school. The teacher must expand these skills. (MF)

Paper read at the Annual Meeting of the Modern Language Association of America, December 29, 1968, in New York, New York. (DS)

This study compared the ability of Southern urban higher status white and lower status white and black four-year-olds to imitate, comprehend, and produce selected standard English grammatical structures. The higher status white group performed better than either of the lower ones. Possible effects of dialect differences on the results is…