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Peer reviewedRice, Mabel L.; And Others – Journal of Speech and Hearing Disorders, 1990
Twenty language-delayed children (age three to six) viewed a presentation incorporating object, action, attribute, and affective state words into a narrative script. In pre- and postviewing word comprehension measurements, subjects scored lower than children matched for chronological age and children matched for mean length of utterance.…
Descriptors: Language Acquisition, Language Handicaps, Preschool Education, Verbal Development
Peer reviewedBaechle, Cathy L.; Ming-Gon, John Lian – Journal of Learning Disabilities, 1990
This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…
Descriptors: Abstract Reasoning, Drills (Practice), Elementary Education, Feedback
Peer reviewedWade, Barrie – Children's Literature in Education, 1982
Discusses the value of rhymes in developing children's concepts of story and pleasure in reading. (HOD)
Descriptors: Childhood Attitudes, Childrens Literature, Concept Formation, Elementary Education
Peer reviewedLaski, Karen E.; And Others – Journal of Applied Behavior Analysis, 1988
Parents of four nonverbal and four echolalic autistic children, aged five-nine, were trained to increase their children's speech by using the Natural Language Paradigm. Following training, parents increased the frequency with which they required their children to speak, and children increased the frequency of their verbalizations in three…
Descriptors: Autism, Echolalia, Elementary Education, Interpersonal Communication
