A study investigated the differential effects of psycholinguistic training programs on Illinois Test of Psycholinguistic Abilities (ITPA) scores obtained by educable mentally retarded, trainable mentally retarded, and culturally-economically disadvantaged preschool and elementary students. (Author/SW)

The case of a deaf preschool child whose parents and teacher cooperated in a Total Communication and Signed English approach is cited. A record of the child's utterances is presented to illustrate growth in language to a level near that of a hearing child. (CL)

Shares the literacy development of the author's son. Shows how the child used language for the following functions: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational. (MG)

The phonological systems of 40 functional misarticulators, ages 40-80 months, were examined in terms of the nature and variation of phonetic inventories and phonotactic constraints. Evidence suggests that these properties of disordered systems represent delays in the normal acquisition process and are not otherwise deviant. (Author/JDD)

In two experiments, preschoolers interpreted a novel count noun applied to an unfamiliar stuffed animal as referring to a basic-level (such as a person or a dog) kind of object rather than to a context (such as a passenger) or a life-phase (such as a puppy) kind of object. (MDM)

Two experiments investigated why preschool children sometimes produce multiple words of a referent, but other times allow only on word. In the first experiment, 3- and 4-year-old children completed a naming task. Children produced on average more than two words per object. In the second, 3- and 4-year-olds learned new words for nameable objects.…

This issue highlights seven distinct studies. The first helps us understand how children use language in a computer-supported learning environment. The second investigates the longitudinal outcomes associated with the provision of bilingual education. The third is a case study that examines young boys' beliefs about second language acquisition.…

Weekly spontaneous imitations and spontaneous productions in the speech of two language-impaired males (3-4 years old) were compared over a 10-week period until MLU (mean length of utterance) approached or exceeded 2.0 morphemes. Although imitation was extensive in both boys' output, consistency of imitation over time differed for both and was…

This study examined the ability of 4-year-old children to understand the propositional components (presuppositions and assertions) of semantically complex propositions and to deduce what such components together imply. (BRT)

Class-made scrapbooks with mounted photographs (taken by the teacher) of hearing-impaired preschool students in previous learning activities were used to encourage students' language development and improve their communication skills. Suggestions for teachers regarding supplies and equipment and hints for taking good pictures are offered. (CB)

The need to teach precursors to literacy as part of preschool language therapy with language-disordered children is stressed. Assessment and intervention approaches include developing the child's ability to use language in instructional contexts and facilitating language awareness (such as word and phonological consciousness). (DB)

Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)

Twelve preschoolers who had Down's Syndrome, hydrocephalus, or brain damage of unknown etiology and who functioned at early and late linguistic Stage I were asked to respond to commands in simple, complete adult forms and in incomplete, telegraphic child forms. Late Stage I Ss were superior in comprehension of all forms. (CL)

The article describes an approach to language intervention with mentally retarded preschoolers that begins with the child's communicative needs and skills. Classroom management issues, including the frequency, variety, and consistency of the child's communication are examined for their effects on communication. (CL)

The paper presents a rationale for assessing and intervening with severely impaired preschoolers in the natural environment, identifies three prerequisites for language training (content and motivation, reinforcing social and physical environment, and a communicative repertoire), and examines two levels of intervention. (CL)