wo,' the label for 22 is "two ten(s)-two,' and so forth. These names may help children understand numbers and simple arithmetic" (p. 304). Miura and her associates found that "most" Asian children could do required manipulatives with stacked blocks, while only 8 to 13 percent of American children could assemble the "correct" combinations of blocks. In addition, Moore & Stanley (1986, cited in Wade & Tavris, 1990) have found that "bilingual Asian-American students tend to score higher in math achievement than do those who speak only English" (p. 305). Whether these differences are attributable to language, culture, or, most likely, a combination of both, can be argued. Still, language and culture are inseparable.
Parent-child communication is an important factor in child language development. It is a commonly accepted principle that children love rhymes, repetition, and predictability. Hearing the rhymes' sentences and rhythms helps create in the child a sensitivity to the flow of language, as well as building vocabulary. Some children respond to rhythms and rhymes at one year of age, while others may not respond until two years, dependent on what the child is working on harde
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