Describes a study of adult listeners' perceptions of infant babbling. Adult judges were unable to identify language background significantly above chance level. Findings do not support the babbling drift hypothesis which predicts that babbling begins to approximate characteristics of the mother tongue as infants approach meaningful speech. (SED)

Presents a "procedural view" of the learning mind, arguing against previous theories citing physical properties as its basis. A more process-oriented view of information processing is offered, which describes "mind" in terms of skill in manipulating symbols, and the notion of skills is shown to provide a useful framework for accounting for…

An experimental, intensive language/reading program involving six hearing impaired students aged 10 to 12 produced dramatic language improvement. The one-year samples showed a great increase in production, with an average of 41 word strings or sentences. An average of 81 percent correct sentences was achieved. (Author/CL)

Shows how language arts teachers can help the language building strategies of children by providing creative drama activities to allow them to use a range of strategies in appropriate ways. (EL)

Outlines what Universal Grammar (UG) attempts to explain in first language (L1) acquisition and considers what research UG suggests for the area of second language (L2) learning. Suggest that L2 learners are faced with similar problems as L1 learners and that UG might have a role to play in L2 as well. (SED)

Describes a study which compared the effects of three types of adult feedback (acceptance, correction with joint labelling, and correction with explanation) on young children's inappropriate word usage. Findings showed that correction with explanation was more effective than correction with joint labelling, which was more effective than simple…

This article focuses on the language foundation for education. A brief overview of various linguistic theories as they relate to education are offered. The contrast between the functional, natural, self-generated, and contextually relevant characteristics of talk and writing are explored. (DF)

Five language-eliciting situations were presented to kindergarten and primary-grade children to identify developmental trends and task effects in the complexity of language structures, vocabulary, functions, and story conventions used. Limited developmental differences and significant task effects were found. Implications for classroom instruction…

Descriptions of activities used in the Hawaii Follow Through Project for low income students in grade K-3 are offered as applicable for learning disabled students. Activities focus on student curiosity and draw on elements of the various ethnic cultures among the students. Parent involvement aspects are briefly described. (CL)

Nine-year-old boys identified as specific reading retarded and exhibiting general reading backwardness were compared to boys without reading delay. General reading backwardness was associated with a history of long-term cognitive and motor delay and specific reading retarded was only associated with lower verbal IQ and poor speech articulation.…

Notes that basal series commonly used in kindergarten through grade six teach only about half of the most common English words. Offers a list of 382 common words that do not appear in the books and suggests that teachers supplement their basals with their own word learning lessons. (FL)

Proposes a model of syntax in which marked structures are conceived as the realization of modes of control that regulate the informational flow of the text at points of threatened discontinuity. Describes two of these modes, found in children's writing, which are concerned with relations of logic and focus. (Author/SED)

Offers three explanations drawn from language and literature theories about what happens when people read: (1) receiving sense, (2) finding sense, and (3) making sense. (EL)

Discusses some of the basic issues of applied psycholinguistics (APL): the necessity for having a field called psycholinguistics, the specific object and scope of APL, the requirements that make it possible for such a field to exist and be developed, its theoretical basis, and methodological tools for research. (SED)

The article argues that mainstreaming decisions regarding hearing impaired students should be based on academic, communication, personal/social, classroom, and support variables and should take into account new research on language assessment, language skills needed for the mainstream, and needed modifications. (CL)