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Kover, Sara T. – Language, Speech, and Hearing Services in Schools, 2018
Purpose: In typical development, distributional cues--patterns in input--are related to language acquisition processes. Statistical and implicit learning refer to the utilization of such cues. In children with intellectual disability, much less is known about the extent to which distributional cues are harnessed in mechanisms of language learning.…
Descriptors: Cues, Language Acquisition, Intellectual Disability, Linguistic Input
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Ivy, Lennette J.; Masterson, Julie J. – Language, Speech, and Hearing Services in Schools, 2011
Purpose: The purpose of this investigation was to compare the rates of using African American English (AAE) grammatical features in spoken and written language at different points in literacy development. Based on Kroll's model (1981), a high degree of similarity in use between the modalities was expected at Grade 3, and lower similarity was…
Descriptors: African American Students, Writing (Composition), Black Dialects, Grammar
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Lasky, Elaine Z.; Chapandy, Angela M. – Language, Speech, and Hearing Services in Schools, 1976
Discussed and related to the classroom or clinic environment are linguistic factors affecting comprehension of a message presented to a listener by a clinician or a teacher. (DB)
Descriptors: Communication (Thought Transfer), Elementary Secondary Education, Exceptional Child Education, General Education
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Barlow, Jessica A. – Language, Speech, and Hearing Services in Schools, 2002
This concluding article of an issue focused on the interaction of phonology with other aspects of language and language learning discusses findings that indicate the importance of considering these aspects when devising remediation strategies for a single domain. The need for future research is emphasized. (Contains 7 references.) (CR)
Descriptors: Elementary Education, Etiology, Language Acquisition, Language Impairments
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Velleman, Shelley L.; Vihman, Marilyn M. – Language, Speech, and Hearing Services in Schools, 2002
Cognitive mechanisms that may account for the phenomena of whole-word phonology and phonological templates in children are described and strategies for identifying whole-word phonological patterns in normal and disordered phonologies are proposed. Intervention strategies that draw on these same mechanisms as a way to overcome their inappropriate…
Descriptors: Child Development, Children, Developmental Stages, Elementary Secondary Education