In this study wordless picture books were used to assess cultural differences in three groups of children. (MKM)

Parent support teams can provide help to parents during the crucial early years of children's language development. (MKM)

The author presents characteristics of the spatially competent learning disabled (SCLD) child and reviews research on the topic. (PHR)

Based on a study of 50 children between the ages of 3;0 and 5;6, the reasons for the differential difficulty of various forms of "who,""why,""when," and "how" questions are postulated. (EJS)

A comparison of three models of language learning: the Creative Construction Hypothesis, the Interlanguage Hypothesis and The Approximate Systems Model. Evidence is provided to support the hypothesis that the third model which incorporates both functional and linguistic analysis describes second language learning and explains why learners progress…

A description of language acquisition and second language learning by adults in terms of method and achievement. Some socio-psychological and neurophysiological reasons for the possible differences between children and adults are briefly discussed. There is a sizable bibliography. (AMH)

In this experiment, children were given three words (a triplet made up of two nouns and one verb) and were asked to produce an utterance with them. The results were analyzed in terms of word order chosen and age of child. (NCR)

Described is the development of the Teaching Research Curriculum for the Moderately and Severely Handicapped, a curriculum designed to provide teaching sequences in self help, language, and motor skills from birth to a normal developmental age of 6. (SBH)

Carefully planned room arrangement and equipment selection helps untrained adults participate in providing infants with appropriate developmental experiences. Twenty activity centers are suggested. (CM)

Examines the values of using a language-experience approach for teaching written composition. Urges teachers to use a variety of stimuli, such as field trips, exploring the environment, films, filmstrips, recordings, to extend and expand the child's experience and language backgrounds to facilitate growth in reading and writing. (Editor/RK)

Educators concerned with how children learn language cannot allow inadequate measures like standardized tests to interfere with students' learning experiences. The school environment must support teachers who develop the ability to observe children and who understand the dynamics of language development. (Author)

Defines oral language development, discusses findings from adult-child interaction studies, and presents classroom implications. (DD)

Compared were three perceptual or language instructional programs with each other and with a direct prescriptive approach to reading problems of 112 learning disabled children (ages 6-10 years). (MH)