THIS BOOKLET WAS DESIGNED TO MEET SOME IMMEDIATE NEEDS FOR THE FIRST SUMMER SESSION OF PROJECT HEAD START. IT CONTAINS SOME OF THE MOST WORKABLE AND PROMISING TEACHING METHODS IN THE ENTIRE FIELD OF COMPENSATORY EDUCATIONS, METHODS THAT HAVE BEEN USED IN PRIVATELY SPONSORED CENTERS AND HAVE PROVED VALUABLE IN COPING WITH PROBLEMS ENCOUNTERED IN…

Rates of verbalizing by three children exhibiting moderate to severe language delays (delays of six months to two years) were increased through the systematic use of mands for verbalization, models for verbalization, and contingent positive consequences following utterances. Daily samples of each child's speech were collected during free play…

Investigates whether students could more easily remember synthetic words by rehearsing with definitions, examples, or sentence composing. Concludes that students who used sentence composing performed better on a posttest than those who had rehearsed using examples and definitions. (SRT)

Six mentally retarded children were read to individually by an adult reader over a period of six weeks. Verbal interaction between the adult and each child was examined under two story presentation procedures. (MS)

Outlined are strategies for dealing with the problem of students' lack of ability to verbalize multi-syllable vocabulary words in the sciences. A pronunciation examination, the development of corollary writing skills, vocabulary development, student journals, writing exercises, and microthemes are discussed. (RT)

The study of literature in the secondary schools should not be based merely on affective and aesthetic grounds, but on cognitive and linguistic grounds as well. The facilitation of linguistic and cognitive growth can occur only in an environment that allows adolescents to experience literature on their own terms. The carefully structured,…

In an attempt to explore a systematic approach to language expansion and improved sentence structure, echoic and modeling procedures for language instruction were compared. Four hypotheses were formulated: (1) children who use modeling procedures will produce better structured sentences than children who use echoic prompting, (2) both echoic and…

Directed both to parents and to professionals, the manual explains factors involved in normal and abnormal language development. Language disorders are discussed, and methods and sources of help are described. (JD)

This article discusses how the processing, form, and content requirements of written language pose challenges to professionals trying to design and implement regular or remedial educational programs. Differences between oral and written language; influences of culture, value systems, and world knowledge; and structure and content interactions are…

This booklet contains proceedings of the Fourth Conference of the University/Urban Schools National Task Force. The conference was held to present information about four programs designed to help high school students to sharpen their reasoning skills. Criteria for program development state that: (1) the program can be taught to teachers in a…

THREE- AND 4-YEAR-OLDS WERE GIVEN VERBAL LEARNING PRETRAINING TO DETERMINE ITS EFFECT UPON THE PERFORMANCE OF REVERSAL AND NONREVERSAL SHIFT DISCRIMINATION TASKS. THE EXPERIMENTAL TASK WAS THE CLASSICAL REVERSAL-NONREVERSAL SHIFT PARADIGM. THE 96 PRE-SCHOOLERS, PRIMARILY FROM THE PENNSYLVANIA STATE UNIVERSITY NURSERY SCHOOL, WERE DIVIDED INTO 4…

Where verbal deficits exist in children, one method of exceptional promise uses operant conditioning techniques to establish and modify verbal behavior. Modifications and extensions take place as the function of direct interaction between an experimenter and the child. Assuming that ideal teachers for such children, given the availability of…

Discusses academic writing as it is learned by Chinese students of English as a second language (ESL), and critiques Kaplan's claim that ESL students writing expository prose in English will show organizational patterns different from those of native speakers. Developmental factors in second language learners' writing are discussed. (SED)

Teaching techniques in vocabulary learning have not kept pace with development in other areas of language pedagogy, and yet the large number of words that students must learn demands on approach that will bring order and system into the process of vocabulary acquisition. The solution to this problem is a topical vocabulary checklist in two…

The results of a series of three studies of classroom factors influencing English oral language development in Spanish speaking bilingual elementary students are reported. Teacher control of oral language practice, extra practice in oral language encoding for bilingual students, and similarities between the English proficiency scores of children…