The document contains six research papers on language and communication disorders. Entries include the following titles and authors: "A Method of Pragmatic Analysis for a Down's Syndrome Child" (P. Halfond and P. Tamari); "Follow the Leader--Why a Language Disordered Child Can't Be 'It'" (C. Grossfeld and E. Geller); "Communication Patterns of an Autistic Child" (R. Rosoff and E. Tiegerman); "Children's Perception of Sequenced Pitch Patterns" (D. Hughes and M. Mazor); "The Role of Verb Aspect in Training a Grammatical Morpheme" (P. Birenbaum and F. Feintuch); and "Nature of Spelling Errors in Transcortical Sensory Aphasia--A Case Study" (M. Grossfeld and L. Clark). Cited among study findings are that it was possible to use J. Dore's categories of pragmatic functions with the mentally retarded child and apply it to verbal and nonverbal communicative interests; that the parents of a language impaired child had a directive style with their child and that their input was not semantically related to the child's ongoing nonverbal and/or verbal activities; that a language impaired child's communicative interactional skills indicated a pattern of development different from that of the normal child; that mode of response (hummed or manual) significantly affected scores of 30 young children on the Pitch Pattern Sequence Test; that verb aspect was not the main factor contributing to production of the morpheme by a young language disabled child; and that an adult with transcortical sensory aphasia had fairly well preserved knowledge of the visual image of a word as a whole. (SB)