Abstract
The hypothesis that children who repeat sentences aloud will acquire greater facility in forming similar sentences on their own than those who only listen to the spoken sentences was tested with forty disadvantaged Negro children, 43 to 55 months old. Identical sequences of 5 to 15-minute daily lessons plus 2 days of testing were presented under two treatment conditions, speaking and not-speaking.By analysis of covariance a significant difference was found (. 01 level) favoring the speaking group. This difference was attributable to scores on the verbalization subtest, as both groups demonstrated equal facility in identification. A transfer task with verbalization to entirely different pictures produced similar significant treatment effects (p <. 01).
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