The effect of semantic grouping on confrontation-naming performances of 16 fluent and 10 nonfluent aphasic adults was examined. Performances were not uniformly facilitated in one naming condition over the other. Some patients, however, did appear to display performance discrepancies between the two conditions. (Author/CL)

The study analyzed the temporal delays and pauses associated with neologisms produced by Finnish posterior aphasics. Delays and pauses appeared to correlate with the type of neology they preceded. (Author)

The study compared several discourse characteristics of six linguistically normal and six language-disordered kindergarten children. While neither the linguistically normal nor the language-disordered groups had achieved an adult level of competence, normal children were much more aware of the interactive nature of discourse than…

Examination of 11 standard vocabulary lists used as sources of vocabulary items for developers of augmentative and alternative communication systems found little overlap between them, small vocabularies, and a tendency toward simple words. Many words in lists of adult nonspeaking users were not on any of the lists. (Author/DB)

Among results of a comparison of 20 language disordered and 20 control children (ages 7-10) were that only the nonhandicapped children changed the number of complete episodes narrated as a function of the listener's shared information, while neither group altered the accuracy of conjunctive use as a function of the listener. (Author/DB)

In a study of 50 normal children and 65 children with expressive language disorder (ELD), results showed no differences in the frequency, duration, or timing of episodes of otitis media. For children with ELD, there was a relationship between otitis media and expressive language improvement. (BC)

Revised methods of scoring the Token Test and Reporter's Test were developed to accommodate specific types of errors committed by language-disordered children during a previous standardization study. Test modifications are explained as are the results of administering the revised tests to both normal and language-disordered school-aged children.…

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)

Principal findings were that pictures of objects with more frequently occurring names were named more rapidly than those with less frequently occurring names; that language-impaired children named pictures less rapidly than chronological-age peers but more rapidly than language-age peers; and effects of frequency of occurrence were comparable for…

Reading disability is conceptualized as a disorder of several aspects of langauage, with acquisition of syntax, phonics, and phonemic coding in short-term memory signficantly delayed. However, semantic processing appears to be relatively intact. Remedial reading programs should stress the encouragement of expressive language skills. (Author/CL)

The article discusses several linguistic and nonlinguistic teaching strategies to foster language acquisition and increase spontaneous language in preschool children with language delays. Techniques include having the child complete unfinished sentences and intentionally violating an expected routine to elicit the child's language. (DB)

An approach to treating mild to moderately severe cases of the speech disturbance, apraxia, focuses on helping the patient establish a conscious knowledge of how an accurate response is produced through a five-phase training program. (DB)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

Eighteen language disabled kindergarteners participated in a five-month intervention program emphasizing the development of expressive grammar. Ss made significant gains in expressive syntax, receptive morphology, expressive language, and one aspect of receptive language. Control Ss only made significant gains in one aspect of receptive language.…

Topic continuing and nontopic continuing utterances produced by three productively language-disordered preschoolers were analyzed. Results suggested that Ss produced a proportion of adjacent utterances comparable to proportions previously reported for children with normal production language skills and that they relied on an imitation strategy to…