Presents results of a study of the phonological, morphological, and syntactical oral language patterns of disadvantaged children of New Orleans. Many of the findings are relevant to beginning reading instruction. (TO)

Preliminary version of this paper was given at the 1968 winter meeting of the Linguistic Society of America, New York City, based upon work supported by the Office of Education as a Cooperative Research Project. (VM)

Compares effectiveness of methods for teaching reading to speakers of nonstandard English, including a 61-item bibliography on such instruction; first article in a series on oral language research, sponsored by the National Conference on Research in English. (RD)

Compares the linguist's treatment of the speech of Negro children with that of educational psychologists such as Bereiter and Engelmann, and demonstrates the deficiencies of the latter. (FB)

Author focuses on both comparative studies and developmental sociolinguistics and suggests some research problems, with particular attention to social dialects. (Author/MB)

This article presents a non-technical discussion of the way in which modern transformational generative linguistics can help in understanding the reading process. (FB)

Research supported by a Canada Council Leave Fellowship and the President's Research Fund, Simon Fraser University, Canada. (VM)

Teachers must recognize that, according to every reliable linguistic survey of the French-speaking Caribbean area, all social classes, except recent European immigrants, speak French Carribbean Creole, not Standard French, as their first language. (JM)

Presents responses to four broad questions by one of the featured speakers at the upcoming International Reading Association convention, Jerome S. Bruner, noted psychologist and writer. (VJ)

Many linguists, psychologists and educators now believe that linguistic differences play an important role in the reading disability of disadvantaged black children. (Author)