Guidelines are offered for speech-language pathologists who seek to evaluate and enhance idiom comprehension in language-disordered students. The long-term goal of the treatment approach is for the student to acquire a specific comprehension strategy for determining the meanings of unfamiliar idioms. (Author/JDD)

Five first grade language-impaired children were trained on the phonological and perceptual components of the retrieval process, segmenting words, manipulating word segments, and forming visual and auditory images. The children improved in naming untrained pictures, but five children whose training focused on semantic associations and organization…

The Test of Problem Solving (TOPS) was evaluated by 20 speech-language clinicians based on designer claims that the test assesses integration of semantic, linguistic, and reasoning ability and taps skills needed for academic and social acceptance. Results challenged the content validity of the test. (Author/DB)

Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…

A theoretical framework is presented for understanding difficulties in foreign language learning, based upon a linguistic coding model that hypothesizes deficits in phonological, syntactic, and semantic information processing. Incidence of linguistic coding problems in 22 college-enrolled or college-bound students who petitioned to have the…

This sourcebook contains an organized series of lesson plans for remediating pragmatic problems in adolescents and students of English as a second language (ESL). Introductory material describes the concept and development of pragmatics (the ability to use language as a tool), provides an observation checklist for clinicians to use in identifying…

The article presents a rationale for the application of a stage process model to provide speech clinicians with guidelines, based on complexity, for the content and sequencing of communicative behaviors to be used in planning remedial programs for children with language disorders. (Author/DLS)

This sourcebook contains a series of lesson plans for remediating pragmatic problems for students in preschool through grade six. Introductory material describes the concept and development of pragmatics (the ability to use language as a tool), provides an observation checklist for clinicians to use in identifying specific types of pragmatic…