The purpose of this book is to make readers, especially teachers, more conscious of language processes and of the components of teacher-child interactions that affect language acquisition. The papers in this volume, devoted to both the theory and practice of language training, were selected on the basis of what appear to be promising practices in language training derived from current psycholinguistic thought. Part I contains the following papers: "Language Research and Preschool Language Training," Donald R. Moore; "On the Heterogeneity of Psychological Processes in Syntactic Development," Wilbur A. Hass; and "Language of the Disadvantaged: The Distancing Hypothesis," Irving Sigel. Part II contains: "A Tutorial Language Program for Disadvantaged Infants," Genevieve Painter; "A Systematized Approach to the Tucson Method of Language Teaching," Celia Lavatelli, ed.; and "Language Programs for Young Children: Notes from England and Wales," Courtney B. Cazden. Part III papers are: "Some Language Comprehension Tests," Ursula Bellugi-Klima; and "Elicited Imitation as a Research Tool in Developmental Psycholinguistics," Daniel I. Slobin and Charles A. Welsh. (Author/AJ)