Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Differences and similarities between oral and written communication as applied to writing instruction are discussed with examples of divergent oral and written styles among speakers of nonstandard dialects, code switching between speech and writing, convergence and divergence in the development of writing skills, and the role of talking in writing…

When speech language pathologists collaborate with classroom teachers to develop language rich environments with many reading, writing, speaking, and listening opportunities, they increase the likelihood that the goals of therapy for language-impaired children will be supported throughout the school day. (Author/DB)

Proposes a heuristic to generate specific and vivid phrasing and to draw on the right hemisphere of the brain for the substance of the essay. Describes stages of process as DRAW (Delineate, Ruminate, Analogize, and Write). Emphasizes creative description and expressive language rather than generation of ideas. (JG)

Describes a technique that permits special education students to express their feelings through writing. Discusses the teacher's role in this process and outlines its benefits. (FL)

This paper deals with the specific problems of the adolescent and adult hearing-impaired individual who wishes to improve and develop his or her expressive speech ability. Considered are issues critical to the learning process, intervention strategies for improving speech production, and speech production as one part of communication competency.…

Sensory metaphors--based on visual, auditory, kinesthetic, olfactory, or gustatory sensation--are pervasive in everyday communication. Teachers can improve communication with students by learning to recognize sensory metaphors, matching their own sensory language with that of their students, maximizing sensory channels, and teaching sensation and…

Stresses the importance for language learning of ordinary and familiar situations that bring about dialog between teacher and children. Emphasizes an environment for language learning that is stimulating for the children and that enriches and enhances the linguistic skills they already possess while increasing their expressive skills. (FL)

In a letter to her six-year-old's kindergarten teacher, a parent discusses the child's (who has cerebral palsy) use of communication devices for expressive language and ways in which the teacher can help the child adjust and learn in such areas as "wait time," spontaneous conversation, and peer relationships. (CB)

This study evaluated ease of learning 5 visual symbol sets (photopictorial, rebus, Blissymbolics, orthography, and Premack-type tokens) with 4 autistic students (ages 7-13). A second article describes the development of instructional procedures for the students, noting the contribution of behavioral, cognitive developmental, and information…

Noting that knowledge of grammar rules does not ensure correct usage in one's own writing, describes an approach used in a summer workshop to promote awareness of appropriate idiom where 35 highly motivated black students produced 'Snow White' using their own script, half in standard dialect and half in black dialect. (JG)