This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.

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Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

No description available.

Development of fluency has always been an important focus of stuttering research. However, to date there are no standardized norms on the development of fluency. Reliable and valid information regarding the normal development of fluency is necessary in order to deferentially diagnose normal disfluency from incipient stuttering. Establishment of norms for part-word repetitions is especially important since this type of disfluency has traditionally been considered an indicator of early stuttering. The present study sought to contribute to the investigation of the development of fluency by examining the frequency of occurrence of repetitions in 30- to 36-month-old males.

In administering speech therapy to children with normal hearing and functional articulation difficulties, it was noted that some children made little voluntary use of visual cues; eye contact between therapist and student during direct articulation therapy was infrequent. This observation led the examiner to seek a possible relationship between articulation ability and the ability to use visual cues, specifically in speechreading. To test the hypothesis of a possible inverse relationship between the speechreading ability of a normal hearing sample of children with articulation problems and a matched sample of children with normal speech, the examiner chose twenty-five children with functional articulation difficulties and twenty-five children with normal articulation.

In 1971, Lee and Canter developed a systematic tool for assessing children's expressive language: Developmental Sentence Scoring (DSS). It provides normative data against which a child's delayed or disordered language development can be compared with the normal language of children the same age. A specific scoring system is used to analyze children's use of standard English grammatical rules from a tape-recorded sample of their spontaneous speech during conversation with a clinician. The corpus of sentences for the DSS is obtained from a sample of 50 complete, different, consecutive, intelligible, non-echolalic sentences elicited from a child in conversation with an adult using stimulus materials in which the child is interested. There is limited research on the reliability of language samples smaller and larger than 50 utterances for DSS analysis. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for children aged 6.0 to 6.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, were chosen as subjects.