A study divided 40 children (age 7) into groups consisting of white normal language and language impaired and African American normal language and language impaired. African American English speakers with normal language scored significantly lower on the Test of Language Development-2P compared to white normal-language subjects, but did not differ…

Examines the emergence of the present perfect in the interlanguage of adult learners of English as a Second Language (ESL). Part of a growing body of research on the acquisition of temporal expression by learners of a variety of second languages, this study explores a tense/aspect form acquired late in first language acquisition. (Author/VWL)

An interactive, child-initiated software package was used in teaching reading and communication skills to 3 groups of children (n=30), including 20 children with autism and mixed disabilities. Results suggest that such programs may stimulate reading and communication, but that interventions must be individualized and include detailed planning and…

Strategies to engage middle school students in listening to stories, retelling them, and improving their communication and social skills are offered. For students with disabilities, teachers should adapt strategies, keep individualized education program goals in mind, and focus on activities that are meaningful to the student. (DB)

Compares the developmental patterns in the acquisition of negation by five French Creole-speaking and four Creole English-speaking Saint Lucian children ages five and six. Similar patterns of development and error types were found for both groups, but the French Creole speakers remained at a less advanced stage than did the Creole English speakers…

Describes the phoneme repertoires and phonological error patterns used by Cantonese-speaking children, as well as a longitudinal study of tone acquisition by four children. The developmental error patterns used by more than 10% of children are reported as common in other languages. Specific rules associated with Cantonese phonology are identified.…

Examined language differentiation in bilingual toddlers prior to the emergence of functional categories. The children were observed with each parent separately and both together. Results indicate that while these children did code mix, they were able to differentiate between their two languages. There was some evidence that language dominance…

Presents six articles on brain research and child development: "Brain Research, Infant Learning, and Child Care Curriculum" (J. R. Lally); "The Thinking Brain" (P. Schiller); "Early Experiences Shape Social Development" (B. Caldwell); "Facing the Challenge of Motor Development" (P. Weikart); Language…

The efficacy of screening two-year-old children for language delay using a parent report questionnaire was investigated in three related studies. Parents' reports of children's expressive vocabulary size was highly correlated with clinical language measures at age two, but somewhat less accurate at predicting developmental status a year later. (DB)

Describes the Learning Lodge Institute, a collaboration of seven Montana tribal colleges that utilizes language courses to promote and strengthen knowledge of traditional culture. Also discusses documenting the loss of language and building support for tribal languages. The institute supports existing language instruction programs to make them…

A study involving 102 toddlers with exposure to Spanish and English found children whose parents said they used only one language with the child did not differ from children whose parents said they used both languages in reported use of word combinations and use of mixed utterances. (Author/CR)

Asserts that reading a book to children lays a foundation for new adventures including retelling the story, interacting in dramatic play, writing, doing art projects, and having fun with music. Finds that by extending stories with activities, children refine their language skills, enhance their imagination, and foster self-esteem. (SD)

A classroom-based pragmatic language intervention program was conducted with 6 boys (ages 8-12) with emotional and behavioral disorders. The intervention positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate…

Data were analyzed from 66 young children with autism served by 25 different early intervention consultants and receiving parent-managed interventions. Parent-managed intensive interventions resulted in progress for 60 children for mental age, adaptive behavior, and language skills. Interventions did not reproduce results from clinic-based…

This article introduces a whole-word approach to phonological analysis and demonstrates the approach by conducting an analysis and outlining treatment recommendations for a child with phonological disability. Rationale for using a whole-word approach and also for defining phonological typologies are presented, along with four components of a…