Complex syntax production emerges shortly after the emergence of two-word combinations in oral language and continues to develop through the school-age years. This article defines a framework for the analysis of complex syntax in the spontaneous language of preschool- and early school-age children. The purpose of this article is to provide…

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…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Discusses the positive effects of storytelling in the classroom and techniques for teaching children the art of storytelling. (HTH)

Argues that songs, by their very nature, appeal to children and that the use of picture books with song lyrics can play a special role in reading instruction for all types of learners. (FL)

Explores the English language spelling system and the differences between written and spoken language. Points out that, although young children have a complex understanding of language, four-to-six-year-olds do not have the linguistic competence of adults. Explains how teachers can help in areas of difficulty. (JM)

Describes a program of activities for increasing children's skill with oral language, including creative storytelling, questioning, and role exchange. (HTH)

Argues that the language experience approach to the teaching of beginning reading not only makes use of the valuable resource of children's speaking, but also cultivates their metalinguistic ability and eases their transition between two very different forms of language. (FL)

During an eight-month treatment regimen utilizing simultaneous sign/speech input, all of the words of a young girl with Down's Syndrome were recorded. Analyses revealed that most of the words she initially signed were later spontaneously spoken and that most of her signed productions evolved into spontaneous spoken productions. (Author/JDD)

Twenty narrative teaching strategies, used by speech-language pathologists in oral and written language instruction with students who have language learning disabilities, are described and categorized by narrative presentation stage. Language focus, grade/age level, and teaching context are suggested for each strategy. (Author/JDD)

An analysis is presented of the speech act sequence of indirect complaint/commiseration in conversational interactions between Japanese learners of English as a Second Language and their English-speaking peers. Consequences of nonsubstantive, noncommiserative responses are explored in light of missed opportunities for interaction. (46 references)…

This oral language program, designed for children ages 3 to 5, is divided into 11 sections covering the themes of self and senses; family, home, and friends; teddy bears; school and community; colors; food; animals; clothes; summer fun; holidays; and vehicles. Numerous cutouts are provided to prepare for the activities in this book, and each…

Describes a project in which children learn about the language of film and how to use language or action to express themselves. Outlines the steps of a class filmmaking project, including brainstorming, plotting, writing, making film props, and filming the movie. (HTH)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

Vowel production of a 14-month-old girl was studied over a 6-month period. Sixty percent of the vowels were produced correctly. A complex pattern of vowel preferences and errors was partially related to prespeech babbling preferences and strongly related to word structure variables (monosyllabic versus disyllabic). (Author/JDD)