To help the classroom teacher identify speech problems in young children, the author presents some basic definitions and correction techniques, plus a chart of phonemes which normal children can articulate correctly at various ages. (SJL)

Middle school students (N=25) with exceptional educational needs were matched with regular students and assessed for their level of moral reasoning using the Objective Assessment of Moral Development. Results indicate exceptional students select types of reasoning typical of younger children, and become less like their peers with age. (RC)

Third through ninth-grade students were asked to write an essay on the subject, "Why I like to read," to determine children's language in describing their purposes for reading, to gain some impressions of what functions and purposes might emerge, and to analyze whether particular functions appear at various developmental levels. (HOD)

Presents a literature unit for high school English designed to promote students' moral development through study of moral conflicts in novels and scenarios. The unit is based on Kohlberg's moral development stage theory. Assignments, handouts, and a test are provided. (SJL)

Discusses observations of children's efforts to move from spoken language to written language and the acquisition of cohesion in first and second grade students. (HTH)

Presents the major assumptions of cognitive-developmental theory on social reasoning processes. Provides a selective review of research on social reasoning in various domains and discusses implications of the cognitive-developmental analysis of social reasoning for argumentation theory. (JMF)

Two studies indicate that Oksapmin children progress from premediational to mediational phases in their use of body parts to compare and reproduce number and that this change generally occurs prior to the development of concepts of number conservation. A third study shows that this general change is manifested in culturally specific ways.…

Points out how the theories advanced during the 1930s by Russian psychologist L. S. Vygotsky can provide insights to western educational psychologists as they seek to understand child development and, particularly, as they devise ways of working with socially disadvantaged and mentally retarded children. (DB)

Investigates the existence of age-related life stages and the presumed evolution of attitudes and perceptions in accordance with passages through these successive developmental plateaus. Age is minimally related to attitudes in these areas while social class, race and sex emerge as predictors. (Author)

A review of previous research has failed to demonstrate that a family life-cycle model is a viable theoretical framework for investigating and understanding patterns of change in marital satisfaction or discord in the American family. (Author)

Respondents said that their housing usually met needs, but that numerous details needed to be improved. Individually and collectively, federal housing programs were inconsequential to these older rural persons "left behind."

Examines Piagetian theory in relation to (1) the organizational framework of the reader, (2) the linkage of development and reading, (3) the interrelatedness of language processes, and (4) the twin influences of maturation and experience. Notes the value of Piagetian theory in building reading models and examines two "hurdles" it…

To answer the question posed in the title, the authors assess the progress of primary science in Britain since 1964, reassess policies on science at the primary stage, discuss children's scientific ideas, evaluate the professional training of primary teachers in science, and make a few recommendations. (KC)

Reviews current psychological and social issues that relate to the adolescent period of development, explores problem areas in counseling adolescents and provides practical suggestions on approaches to these problems. Helpful attitudes which work with this age group are described. (Author)

Discusses how single-word usage reflects two stages in child language development. Early words express internal states and share none of the corresponding semantic features of these words in adult language. Later words approximate the use of adult language and share standard semantic features of adult indicative words. (JMF)