This case study examined the development of language skills in a bonobo and a chimpanzee raised by human caregivers since infancy, focusing on the primates' ability to comprehend simple speech, understand referential symbol use, and engage in intentionally communicative routines. It is argued that comparative results from these primates can…

This case study examined the acquisition of pronominal reference by a Moroccan learner of Dutch with little formal education. It details the subject's acquisition of Dutch pronouns and their use in standard-like and nonformulaic conversation. (eight references) (MDM)

This study shows that the noun bias in early vocabularies rests only in part on the acquisition of object names. An analysis of vocabulary composition from 45 children at I;8 indicates that more nouns are acquired than all other word classes but that only about half of the nouns acquired are the names of basic level object classes (BLOCs). (KM)

Describes an advanced reading course at Mississippi State University that is designed to increase vocabulary, comprehension, and reading rate. Notes that unteaching reading habits necessary to beginner's instruction is a large part of increasing students' effective reading rate. Presents student performance statistics. (RS)

Twelve two year olds were taught novel count nouns for related but unfamiliar objects. Children's interpretation of the relations between the nouns was mediated by the similarity of the objects, a result that suggests that, by age two, children have the conceptual and lexical abilities necessary for establishing hierarchical relations. (LB)

Describes a vocabulary instructional unit and the repeated encouragement, modeling, and review that helped seventh and eighth graders use context clues to learn the meanings of new words. Discusses characteristics of the instruction that contributed to its effectiveness. (SR)

Word comprehension tests were given to 24 infants at 2-month intervals. Parents of 18 of the infants kept a diary of the children's verbal production. Comprehension scores revealed a vocabulary spurt for some children. The presence of a comprehension spurt was associated with a word production spurt. (BC)

Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…

Two children (ages four and five) with word-finding deficits characterized largely by semantic substitutions participated in a treatment involving phonological information about target words. Treatment resulted in reduction not only of occasional phonological word-finding substitutions but also of the large number of semantic word-finding…

Language teachers are encouraged to find innovative ways to teach vocabulary, particularly illustrating the relationships between words and spatial and temporal relationships in meaning. The concept of the teachable moment is also discussed briefly. (MSE)

Provides examples of indirect instruction of vocabulary and discusses five guidelines for direct instruction. (MG)

Discusses "Wordchip," a Computer-Assisted-Language-Learning software program that incorporates three design features intended to make the program more versatile and adaptable to the diverse needs of potential users. These features include (1) an extensive content base, (2) a selection system, and (3) a multienvironmental model. (JL)

Presents a framework for teaching the use of context clues in reading which contains 15 strategies (6 syntactic clues and 9 semantic clues). Notes teaching suggestions. (SR)

The design of instructional and reference materials for French language teaching is discussed, focusing on design principles that facilitate individual, independent learning of vocabulary. (MSE)

Suggests the integration of the methods relating to theories that underlie emergent literacy (such as whole language, literature-based instruction, process-conference writing, cooperative learning, and composition-based instruction) with established spelling practices (such as the direct study of a basic core vocabulary, application of proven…