Paper presented to the staff of the English Language Branch--Defense Language Institute, Lockland Air Force Base, Lockland, Texas, 1973. (HW)

Describes ways in which to develop reading skills such as story sequence, oral reading and listening. (Author/MM)

Results indicated that children's comprehension of stories and commands tended to vary significantly as a function of age. (Editor)

Words artificially isolated from 12 parents' speech to their children aged 1;10-3;0 were significantly less intelligible to adult listeners than words originally spoken to an adult. While parents did not adjust the clarity of words, their speech was more redundant in anticipation of the children's comprehension. Research implications are…

Three- and four-year-old children were tested in their comprehension of locative prepositions. Results showed that those prepositions characterized as positive were comprehended less well than their ostensibly negative counterparts, contrary to theoretical predictions. An explanatory hypothesis concerning children's developing spatial…

Analyzes data from natural settings and controlled experiments in order to describe native speakers' responses to questions asked by nonnatives and discusses what variables of a nonnative's speech might elicit these responses. (EKN)

Reading and listening comprehension tasks were combined in exercises using related printed and taped texts. Linking the tasks enables the student to use whichever skill is stronger to boost performance in the weaker skill. The technique is outlined and methods of adapting it to other teacher situations are discussed. (MSE)

A study investigated the hypothesis that poor comprehension or recall of task demands, rather than a putative lack of goal directedness, is a possible source of learning-disabled children's poor performance of experimental tasks. Clear instructions substantially facilitated performance by both normally achieving and learning disabled children of…

The effects of three modes of story reconstruction training on the development of children's story comprehension are examined. One hundred and eight children in grades K-2 were assigned randomly to one of three training conditions: thematic-fantasy play, adult-lead discussion, or drawing. (Author/PN)