We have used the Hubble Space Telescope's Advanced Camera for Surveys to measure the mass density function of morphologically-selected early-type galaxies in the Gemini Deep Deep Survey fields, over the redshift range 0.9 < z < 1.6. Our imaging data set covers four well-separated sight-lines, and is roughly intermediate (in terms of both depth and area) between the GOODS/GEMS imaging data, and the images obtained in the Hubble Deep Field campaigns. Our images contain 144 galaxies with ultra-deep spectroscopy, and they have been analyzed using a new purpose-written morphological analysis code which improves the reliability of morphological classifications by adopting a ‘quasi-petrosian’ image thresholding technique. We find that at z = 1 approximately 70% of the stars in massive galaxies reside in early-type systems. This fraction is remarkably similar to that seen in the local Universe. However, we detect very rapid evolution in this fraction over the range 1.0 < z < 1.6, suggesting that in this epoch the strong color-morphology relationship seen in the nearby Universe is beginning to fall into place.

The purpose of this study was to demonstrate the efficacy of the rhyming portion of the Promoting Awareness of Sounds in Speech (PASS) program, a comprehensive and explicit phonological awareness intervention curriculum that was designed specifically for preschool children with speech and language impairments. A single-subject research design was used to examine treatment effects among children with varying levels of communicative competence, to permit flexibility while piloting the intervention program, and to provide experimental control. The PASS rhyming module was implemented with eight children with speech and/or language impairments, following the establishment of a stable pretreatment baseline on a series of phonological awareness probes. After instruction, all of the children demonstrated substantial improvement in their rhyming ability, which generally appeared to be attributable to the intervention rather than environmental or maturational factors. These findings suggest that PASS rhyming training was an effective approach to phonological awareness instruction for the preschoolers with disabilities who comprised our sample. Thus, it appears that explicit instruction in phonological awareness skills is beneficial for children at a point earlier than is typically judged to be therapeutically appropriate.