The staff of the Individualized Language Arts Diagnosis, Prescription, and Evaluation Project, a funded ESEA Title III program, has developed methods based on a diagnostic-teaching framework designed to analyze students' writing skills for grades 1-12. The program structure also provides teachers with methodology for developing and reinforcing…

Dramatic play, an activity for which children show a natural inclination, provides kindergarten children with the opportunities for acquiring new vocabulary, extending word meaning, acquiring and practicing verbal expression and syntactical patterns, and gaining in language facility. In order to foster this language development, kindergarten…

Reflecting an orientation to reading, language development, and students, this guide was drawn together to help give focus and direction to the efforts that are occurring in schools where people are studying the environment in which a child becomes a reader. An overview of the guide centers around the belief that a child will become a reader if he…

Shows that the need to choose between literature-centered or experience-centered English instruction is a delusion, because instruction in literature also adds to the child's experience of language. (RL)

Discusses the special responsibility of early childhood educators for developing language acquisition skills in the young child. (BR)

Discusses characteristics of delayed language in children and research findings concerning adults' speech to children. Also describes a variety of strategies that early childhood teachers can use to enrich the classroom language environment and help facilitate children's language development. (BB)

Explores ERIC materials on various theories of language development and their implications for vocabulary development in classroom settings. Provides suggestions for enriching the school language environment to promote vocabulary growth. (HTH)

A review of recent research findings on how a child develops a vocabulary and acquires the ability to express himself. Bibliography. (RB)

An elementary school English teacher relates her school experiences, both as a child and as a teacher, to explain her attitudes toward teaching writing as communication and not as a corrected/correctable language form. (RL)

Reports research on the communicative behavior of a hearing child whose parents communicated with him, from birth, in both signs and words. The child's expressive ability accelerated in both modalities and this is possibly attributable to the addition of the signed component. (PJM)

Considers language growth of secondary school students in terms of their using language to organize real experiences, their awareness of audience, and their ability to manage language for specific purposes and situations. Provides anecdotes of classroom conditions that promoted such student language growth. (RL)

Use of rehearsal on a recall task was compared for deaf and hearing children. A lag of several years was noted in the emergence of recall for deaf children. When data were examined by years of language experience, rather than chronological age, this lag was eliminated. (BC)

Gives examples of the potential for language development within practical science activities at the elementary school level. Contains 12 references. (WRM)

The purpose of the 1991-92 Columbus (Ohio) Public Schools Full Day Kindergarten program was to improve the level of achievement of first-grade pupils by providing an additional half-day of kindergarten experience for 952 pupils in selected schools. This extra time allowed the students to participate in activities that were designed to enhance…