The article discusses several linguistic and nonlinguistic teaching strategies to foster language acquisition and increase spontaneous language in preschool children with language delays. Techniques include having the child complete unfinished sentences and intentionally violating an expected routine to elicit the child's language. (DB)

The paper reports data from four studies using the Language Development Survey (LDS), a screening tool for the identification of language delay in two-year-old children. The LDS was found to have excellent sensitivity and specificity. Prevalence data using the LDS are reported, comparing three different severity cutoffs. (Author/DB)

Twenty-one apparently normal children (ages 18 to 34 months) with slow expressive language acquisition were evaluated initially and again at age 3. The late talkers also scored significantly lower in receptive communication and socialization. Followup showed nearly half the group remained delayed in expressive communication and socialization,…

Minimum language skills for kindergarten success are described and defined as "school readiness language." A school-readiness-language checklist gives a procedure for documenting a child's level of language skill. Specific techniques are presented to remedy documented gaps within the context of the kindergarten classroom. (Author)

The article considers how three types of language skills (receptive, functional expressive, and descriptive expressive) can be integrated into typical gross and fine motor activities for language delayed preschoolers. (Author/CL)

Children who used chloride-deficient soy-based infant formulas (Neo-Mull-Soy and Cho-Free) have been found to exhibit expressive language disorders. Medical studies of such children are reviewed, and a case study compares the language development deficits of an eight-year-old boy who used the formula with that of his fraternal twin who did not.…

The curriculum outlines objectives, materials, and activities for preschoolers with speech/language delay. The curriculum is intended for classroom use within a normal instructional schedule. The curriculum emphasizes building of receptive and expressive language. Activities address such developmental skills as socialization, family living,…

The study evaluated prediction of language quality using 3 approaches (neurodevelopmental, cognitive, and combination) with 37 developmentally delayed children (ages 5-9). Results indicated that these children had language and speech delays that showed substantial relationships to their verbal cognitive abilities and fine motor skills, in addition…