Common problems in using and scoring the Developmental Sentence Scoring procedure to quantify young children's grammatic structure expressive language are reviewed. Scoring examples are provided to help clinicians learn the DDS procedure. (Author/CL)

The article clarifies the role of monolingual English specialists in the pre-referral process for culturally and linguistically different students. To help specialists assess language and learning disorders and plan intervention, a question-and-answer format which describes first language proficiency and relates it to learning English as a second…

The article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication. It gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program. (Author/JDD)

This article presents strategies, including communicative reading strategies, to facilitate holistic language learning in young children with language and learning disorders. Strategies include pairing oral and written language and using preparatory sets, semantic maps, flowcharts, and theme building. An example of narrative discourse demonstrates…

A speech/language remediation-intervention model is proposed to enhance processing of auditory information in students with language or learning disabilities. Such children have difficulty attending to language signals (verbal and nonverbal responses ranging from facial expressions and gestures to those requiring the generation of complex…

The article reviews the development of action words in the language of young children, provides a rationale and basis for the choice of action forms to include in an early vocabulary, and suggests strategies for facilitating action-word development in language impaired and normal children. (DB)

Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

Various approaches to language assessment of the preschool child are reviewed, and the use of language sample analysis as part of a language assessment package is considered. The pros and cons of such approaches as checklists, screening tests, and language sample analysis are considered. Procedures for administering the language sample analysis…

A review of research on early receptive language development of normal and language-handicapped children uses a functional-analysis perspective to emphasize how developmental changes are effected through the interactions of children with their environments. Lexical acquisition and early morphological/syntactic acquisition are addressed. (Author/CL)

A review of the research on learning-disabled students suggests that these students often exhibit language deficits that are not readily obvious. These language deficits create problems in understanding social interactions and written and oral directions as well as problems in expressing ideas both orally and in written form. The term language…

The parent's guide reviews normal speech and language development and discusses ways in which parents of young children with language problems facilitate that development. Terms such as speech, communication, and receptive and expressive language are defined, and stages in receptive/expressive language development are charted. Implications for…

This paper defines the whole language approach and identifies its strengths and weaknesses. An integrated instructional approach is recommended, balancing meaning and exposure to literature with skills instruction and practice. (Author/JDD)

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 paper examines the need to analyze free expression as part of an overall expressive language evaluation in school aged children. Seven language characteristics are identified which may help in recognizing disorders of self-expression. (Author/PHR)

The article examines clinical issues that must be considered in planning preschool language intervention aimed at integrating pragmatic theory into the treatment plan. The clinician's role in the process is examined, and solutions to problems in meeting individual needs within a group and being accountable are offered. (CL)