The high prevalence of trauma world-wide is such that speech-language pathologists are likely to support clients across the lifespan with experiences of trauma, such as abuse, neglect, intergenerational and racial trauma, and exposure to structural and systemic violence. Trauma can affect peoples' neurobiology and can also impact cognitive,…

This article examines the language and cognitive skills of bidialectal and bilingual children, focusing on African American English bidialectal speakers and Spanish-English bilingual speakers. It contributes to the discussion by considering two themes in the extant literature: (1) linguistic and cognitive strengths can be found in speaking two…

This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current…

This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social…

Symbolic play is a powerful vehicle for supporting emotional development and communication. It embraces all developmental capacities. This article describes how symbols are formed and how emotional themes are symbolized whereby children reveal their understanding of the world, their feelings and relationships, and how they see themselves in the…

Theory of Mind (ToM) is a foundational skill related to understanding the thoughts, beliefs, and desires of oneself and others. There are child factors that play an important role in the development of ToM (e.g., language and vocabulary) as well as environmental factors (e.g., conversations among family members and socioeconomic status). In this…

Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according…

Adolescence is a time of significant physical, social, and emotional developments, accompanied by changes in cognitive and language skills. Underlying these are significant developments in brain structures and functions including changes in cortical and subcortical gray matter and white matter tracts. Among the brain regions that develop during…

The double-deficit hypothesis (DDH) of developmental dyslexia was investigated in seven to twelve year old Spanish children. It was observed that the double deficit (DD) group had the greatest difficulty with reading.

The article outlines the parallel development of cognition and language and describes Piagetian-oriented assessment approaches. (CL)

The nature and development of discourse topic skills in preschool children are examined and illustrated by observations of very young children. Possible social and cognitive components are explored with implications for language-disordered populations. (CL)

The article examines four question-asking practices that prevail in school: maximizing higher level questions, translating identified weaknesses into questions, using questions to create a shared context, and using questions to avoid explicit criticism. (CL)

The comprehension of humor is described as a developmental ability related to children's cognitive, linguistic, and metalinguistic development. Examples illustrate the content and structure of riddles and jokes, as well as developmental changes in children's understanding. Ways to assess and develop humor comprehension are also discussed.…

Profoundly retarded 3-10 year olds (N=24) were divided into three groups: two cognitive training programs--object permanence or means-end--and language only. Results of pre- and posttests revealed that the cognitive training approaches were successful in enabling the majority of Ss to learn to use speech. (CL)

High quality children's literature should be used to facilitate language-learning-disabled children's narrative abilities in the areas of structure, content, values, and aesthetic appreciation. Using the macrostructure of the story can lead to the exploration of feelings and values in real or imagined situations. (DB)