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A PENCIL-AND-PAPER TEST WAS CONSTRUCTED TO STUDY DEAF CHILDREN'S LINGUISTIC COMPETENCE (ABILITY TO PRODUCE AND COMPREHEND THE GRAMMATICAL SENTENCES COMPRISING A LANGUAGE). THE TEST WAS TO REFLECT LINGUISTIC ASPECTS OF A CHILD'S BEHAVIOR, BUT NOT EXTRALINGUISTIC ASPECTS SUCH AS READING AND WRITING. IT CONSISTED OF FIVE SUBTESTS--(1) REPETITION OF SENTENCES, (2) IDENTIFICATION OF NON-SENTENCES, (3) CORRECTION OF NON-SENTENCES, (4) NONVERBAL RESPONSE TO MORPHOLOGICAL AND SYNTACTIC CONTRASTS, (5) CHOICE OF APPROPRIATE SUFFIX. THE TEST WAS GIVEN TO A GROUP OF HEARING SECOND AND THIRD GRADERS AND A GROUP OF DEAF STUDENTS AGED NINE TO 20. PERFORMANCE OF THE TWO GROUPS WAS COMPARED ON SELECTED ITEMS (THOSE PASSED BY AT LEAST 50 PERCENT OF THE SECOND GRADERS AND 75 PERCENT OF THE THIRD GRADERS IN A PRELIMINARY TEST). RESULTS INDICATED THAT THE AVERAGE TOTAL SCORE FOR THE THIRD GRADERS WAS NEARLY PERFECT AND HIGHER THAN THE AVERAGE TOTAL SCORE FOR THE SECOND GRADERS. THE AVERAGE TOTAL SCORE OF THE DEAF GROUP WAS ABOUT THE SAME AS THAT OF THE HEARING SECOND GRADERS. THE TEST AS A WHOLE DID NOT MEET THE CRITERIA OF CONSTRUCT VALIDITY BECAUSE THE SECOND GRADERS DID NOT ATTAIN NEARLY PERFECT SCORES AND SUBSTANTIAL CORRELATIONS BETWEEN TEST AND READING COMPREHENSION SCORES FOR HEARING SUBJECTS WERE OBTAINED. RESULTS SUGGEST THAT LANGUAGE PERFORMANCE OF THE DEAF GROUP DOES NOT DIFFER MARKEDLY FROM THAT OF THE HEARING. FURTHER RESEARCH WAS RECOMMENDED TO DETERMINE WHETHER THE DIFFERENCES BETWEEN THE VERBAL PRODUCTIONS OF DEAF AND HEARING ARE DUE TO SUPERFICIAL DIFFERENCES IN GRAMMATICAL RULES OR TO DIFFERENCES IN RULES OF PERFORMANCE. THE FIVE SUBTESTS AND RELATED DATA ARE PRESENTED. A 24-ITEM BIBLIOGRAPHY IS INCLUDED. (AB)

Supplemental material, sj-docx-1-jpc-10.1177_21501327211028713 for Pre-Exposure Prophylaxis Training among Medical Schools in the United States by Robert L. Cooper, Mohammad Tabatabai, Paul D. Juarez, Aramandla Ramesh, Matthew C. Morris, Katherine Y. Brown, Thomas A. Arcury, Marybeth Shinn, Leandro A. Mena and Patricia-Matthews Juarez in Journal of Primary Care & Community Health

Describes a setting in which some people become bilingual and others do not, in which some languages are learned as second languages and others are not, and in which bilingualism is sometimes a creature of formal education and sometimes is not. (Author/HP)

Eighteen issues are outlined concerning theory and measurement of attitude, and language attitude in particular, and research motivated by these issues described. (RM)

Report based upon work designed to study simultaneously the psychological, linguistic and sociological aspects of bilingual behavior. (FWB)

Rejects the assumptions which underlie the audiolingual method and offers two alternative propositions: (1) successful use of language requires the acquisition of communicative as well as linguistic competence and (2) first and second language learning are analogous processes. (Author/FB)