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Optimizing the Experience of Flow for Adults with Aphasia: A Focus on Environmental Factors
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Sather, Thomas W.; Howe, Tami; Nelson, Nickola Wolf; Lagerwey, Mary – Topics in Language Disorders, 2017
Flow has been described as positive experiences of intense concentration, distorted time passage, and a loss of self-consciousness that result from matching task difficulty to a person's skill level. It has been studied in many different populations and has been associated with a number of positive outcomes, including improved life satisfaction…
Descriptors: Aphasia, Adults, Environmental Influences, Literature Reviews
Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability
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Sun, Lei; Wallach, Geraldine P. – Topics in Language Disorders, 2014
This article takes readers along the pathway of language learning and disorders across childhood and adolescence, highlighting the complex relationship between early (preschool) language disorders and later (school age) learning disabilities. The discussion starts with a review of diagnostic labels widely used in schools and other professional…
Descriptors: Language Impairments, Learning Disabilities, Children, Adolescents
Toward an Integrated View of Early Language and Communication Development and Socioemotional Development.
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Prizant, Barry M.; Wetherby, Amy M. – Topics in Language Disorders, 1990
The article reviews literature on the integrated nature of early communication and socioemotional development in children. It discusses two models, one addressing the role of the development of mutual (interactive) and self-regulatory capacities in young children's socioemotional development, and a transactional model conceptualizing the complex…
Descriptors: Child Development, Communication Skills, Early Childhood Education, Emotional Development
Developmental Differences in the Relationship between Oral Language Deficits and Reading.
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Snyder, Lynn S.; Downey, Doris M. – Topics in Language Disorders, 1997
Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Secondary Education, Influences
Three Perspectives of Facilitated Communication: Unexpected Literacy, Clever Hans, or Enigma?
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Topics in Language Disorders, 1992
The validity of facilitated communication's effects are viewed from three perspectives, labeled as the plausible perspective, which is unexpected literacy; the skeptical perspective, which claims that social-communicative variables unintentionally influence intervention outcomes; and the enigmatic perspective, which neither rejects outright the…
Descriptors: Communication Disorders, Communication Skills, Influences, Interpersonal Communication
Hyperlexia: Reading without Meaning in Young Children.
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Aram, Dorothy M. – Topics in Language Disorders, 1997
Discusses the cognitive characteristics, neurobiological bases, and language and reading abilities of individuals with hyperlexia. A study of 12 children (ages 7-13) with hyperlexia is summarized that illustrates the dissociation between decoding and comprehension and the limited use of meaningful context to aid decoding. (Author/CR)
Descriptors: Children, Decoding (Reading), Disability Identification, Etiology
Metalinguistic Skills, Oral Language Knowledge, and Reading.
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Menyuk, Paula; Chesnick, Marie – Topics in Language Disorders, 1997
A study of 141 children (ages 4-5) with language impairments and a study of 120 children (ages 7-12) with oral language and/or reading problems, indicate a relationship between the processing of phonological and semantactic linguistic information and performance on oral language and reading tests three years later. (Author/CR)
Descriptors: Cognitive Processes, Elementary Education, Influences, Language Impairments
"Oh, I Remember Now!": Facilitating Children's Long-Term Memory for Events.
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Hudson, Judith A.; Gillam, Ronald B. – Topics in Language Disorders, 1997
Discusses the relationship between language impairments and memory. A discovery process that can be used to determine the degree to which children's long-term memories vary across recall content and contexts, and a method for determining which memory facilitation strategies are the most effective are discussed. (CR)
Descriptors: Child Development, Children, Developmental Stages, Encoding (Psychology)