Now in its fourth edition and with extensive updated research, "Later Language Development" addresses the development of spoken and written language from Kindergarten through early adulthood. The information in this text is aligned to the Common Core State Standards and describes the critical connection between language development and…

Gestural cueing may be used successfully with children who do not require exposure to a sign or total communication approach. Emphasizing cueing in both the training and generalization phases of language learning, this article discusses specific learning activities, the effect of motor components on language, and procedures for using gestural…

Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

The article reviews studies showing that speech and language intervention during the period of cannulation can benefit tracheostomized and ventilator-dependent children by improving their communicative functioning while decreasing their frustration with the tracheostomy placement. Therapeutic interventions with feeding skills are also recommended.…

The paper examines the suprasegmental aspects of speech and focuses on the benefits of music and movement to facilitate language development in handicapped children. The paper discusses the current thinking of suprasegmental functions of intonation, stress, and rhythm as the foundation for the organization of speech communication. Strategies for…

Because reading is a language-based skill and many communicatively handicapped youngsters experience difficulties with it, speech-language pathologists have important roles in assisting with reading development for these children. Suggestions are offered for use in speech-language sessions and with teachers or parents. (Author)

Literature on the components of language and basic skills in speech acquisition is reviewed, and specific problems in communicatively disordered children, particularly hearing impaired and multihandicapped hearing impaired children, are investigated. Practical intervention strategies designed to promote intelligibility of spoken language and…

This article discusses the construction of tasks used to elicit vocal responses from preschool children with and without communication disorders. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented. (Author/DB)

The South Metropolitan Association Communication Development Program in Flossmoor, Illinois, developed a language-oriented program that improved reading and writing proficiency of students with communication disorders. The program involves development and reading of language experience stories, role playing, vocabulary development, and other…

The author, a university professor, describes his experiences in teaching language to his autistic-like son who also has visual impairments. "Experience Language," an adaptation of Language Experience Approach (LEA) is described, and its contributions to the child's reading, writing, and talking are noted. Suggestions are made on the importance of…

The guide describes teaching strategies, approaches to language remediation, and the selection and use of materials. Five strategies for language teaching (drill, interactive methods, informational drill, barrier games, and experience) are briefly considered, followed by 12 formats for language materials (including "analogy" cards, i.e., cards…

Teachers can deal with language disordered children through discourse analysis, a conversational teaching process aimed at getting children to talk. Steps include selecting a topic to talk about during the remedial language session, having teacher and child take turns talking about the topic, using requests to constrain the child's responses so…

The article describes methods used to bring a seven-year-old boy with severe auditory and visual impairments and no communication skills to a level of oral communication within one year. The manual, graphic, and oral-aural strategies used are described. (Author/DB)

Teaching techniques that enhance the functional communication skills of children in primary-level classes are presented. The techniques focus on articulation, receptive and expressive language, and auditory processing. The role of the teacher as a communication model is noted. (JDD)

This paper summarizes and illustrates an approach to assessment of communication development and treatment which focuses on the early relationships of preconversational children with their significant adults. The assessment approach is part of the Ecological Communication (ECO) model, which views caregivers of delayed children as critical to the…