Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD…

The uniform principle assuming that comprehension precedes production in language acquisition was examined using Down's Syndrome children taught to comprehend singular/plural nouns and produce such forms for another noun. Three subjects reached criterion production first and one reached comprehension first, suggesting the modes can develop…

Investigated the theory that meaningful learning of new material could be facilitated through the use of relevant subsuming concepts (organizers) presented prior to the message. Hypothesized that these advance organizers would be superior to introductory overviews. No overall advance organizer superiority was found. (PD)

Two experiments examined the relative effects of concrete and abstract advance organizers on students' memory for subsequent prose. Results of the experiments are discussed in terms of the memorability, familiarity, and visualizability of concrete and abstract verbal materials. (JD)

Comparison of 13 children with mild-to-moderate sensorineural hearing loss but normal language skills and 12 children with normal hearing and development found no significant group differences on three verbal metaphor tasks (comprehension, preference, and completion), and one visual metaphor task. (Author/DB)

A review of studies in which signing or symbol use has been taught to autistic individuals suggests that these techniques can provide a means of communication and language development for the autistic, including mute and retarded children. (RH)

Linguistic profiles of 7 dyslexic, 7 mildly dyslexic, 30 average, 16 good readers were examined at kindergarten, grade 2, and grade 4. Groups did not differ in language comprehension but did differ in confrontation and rapid automatized naming, three syntactic measures, and verbal memory. Kindergarten ability at giving letter sounds and rapid…

Investigated children's understanding of meaning of the cognitive verb "know" (as defined by an abstractness and conceptual difficulty hierarchy). Found that knowledge increased with development, and low levels of meaning were mastered before high levels, and more rapidly. Understanding in audio-taped stories was more difficult than in video-taped…

This study examined: (1) the effectiveness of integrating verbal elaboration (metaphors) and different visual presentation strategies (still and animated graphics) in learning biotechnology concepts; (2) whether the use of verbal elaboration with different visual presentation strategies facilitates cognitive processes; and (3) how students employ…