Reports on three experiments that: (1) extend the findings of Scarborough et al. (1977) that exposure to single words facilitates lexical judgments of single words, and (2) suggest that recency of exposure may contribute to word "frequency" effects in reading and in learning from written material. (Author/AM)

Reports on the objectives and phases of a research project seeking to discover the relationship between grammar as learned in the native language and as learned in a second language. (AM)

Reports that when hearing-impaired children imitated nonsense words containing bilabial consonants, the rank order of correct responses and total choices was "b" (highest), "m," and "p" (lowest). The data are discussed in terms of auditory-visual perceptions of the hearing impaired and the order of the sounds in normal-hearing children. (Author/RL)

This article discusses a study designed to obtain some information regarding the nature of the awareness children have of their own articulatory activity and the level of mental development at which this awareness appears. (Author/CFM)

Analyzes the various factors affecting the decline or the maintenance of the distinction between /e/ and /E/ in Poitou, France. (AM)

Five experiments were conducted that illustrate microprocesses of discourse comprehension related to foregrounding. An intermediate case in which prior memories exist but must be reinstated to active memory was studied in detail. (SW)

Describes the connective suffixes used in Coast Tsimshian and Southern Tsimshian. (AM)

Two methods of teaching reading comprehension, one the traditional-frontal approach and the other a self-test approach, were used with university students of English as a second language. The test result at the end of the course revealed little difference between the students taught by the two methods. (CFM)

Spanish loanwords in Arizona Tewa are compared with their counterparts in Rio Grande Tewa and Hopi and the process of linguistic acculturation and culture contact are evaluated. Implications for ethnohistorical and comparative research are discussed. (SW)

A phoneme confusion matrix consisting of 1,620 spontaneous speech errors was analyzed. It is shown that there is no tendency for linguistically unmarked consonants to replace marked consonants and that sound segment errors almost always involve the movement of unitary segments and not the movement of component distinctive features. (SW)

Studied teachers' responses to syntactically and semantically acceptable miscues, to dialect different miscues, and to graphic and sound similar miscues. Teachers objected most strongly to miscues related to dialect. (MKM)

The purpose of this article is to briefly review recent findings on Ontarian French; to refute claims that it is not an authentic French dialect; and to examine some of the implications these findings may have for French language instruction in Ontario. (Author/SJL)

The magnitudes and patterns of two-point difference limens (DL) of the tongue were studied in children with and without articulation errors. Many children with misarticulation of /r/ had DLs that differed in magnitude and pattern from those of children with normal articulation and those with misarticulations of /s/. (NCR)

Reports on two experiments, one performed on infants, the other on adults, designed to examine the issue of categorical perception of speech contrasts in infants in relation to linguistic processing and the innateness theory of speech perception. (AM)

This article discusses the historical background of bilingual education and the directions bilingual education has taken in the United States, Canada, Britain, France, and other European countries. Findings concerning the effectiveness of bilingual programs are reported. (CFM)