"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.…

The purpose of this study was to explore a new learning environment instrument which could be used by teaching practitioners and other educators to measure the language learning environment in the secondary science classroom. The science teacher is central in creating science classrooms conductive to the language needs of students and should be…

Principles, processes, and information that can be used in selecting an initial lexicon for severely handicapped persons are discussed. Two strategies for lexicon selection, one based upon functional-remedial logic and the other upon developmental considerations, are presented together with guidelines for selecting lexical items derived from each.…

The article reviews the development of action words in the language of young children, provides a rationale and basis for the choice of action forms to include in an early vocabulary, and suggests strategies for facilitating action-word development in language impaired and normal children. (DB)

This article reviews methods for assessing vocabulary of young children with hearing impairments including naturalistic observation, parent report measures, and standardized vocabulary tests. It also describes procedures to assess word-learning processes. Cautions on the use of assessment tools with this population are reviewed and suggestions are…

Vocabulary acquisition is one of the most complex aspects of both theory and practice of foreign language teaching and learning. A content-based approach to curricular development is advocated that incorporates four elements: starter (brainstorming), treatment, "good language learner" awareness training, and critical analysis. (Contains…

Presents a method for impressing upon students the need for more precision in language usage. (FL)

Work with a longitudinal low-income sample of almost 200 early readers revealed that schools that focus entirely on teaching decoding skills in the early grades neglect the essential vocabulary knowledge that students need to become competent readers. (Contains 20 references and 5 tables.) (MLF)

Suggests two ways to improve a student's level of language development at the secondary level: (1) daily exposure to good literature in the original by listening while reading, and (2) daily lessons in syntactical manipulation and sentence combining, including the use of language games. (Author/MKM)

The acquisition of spatial terms in the language development of young children is examined. Two primary theories of word meaning and concept acquisition are reviewed, followed by a summary of current developmental research on spatial terms and factors influencing acquisition. Finally, guidelines for the assessment and teaching of spatial terms are…

Rewriting activities are used by a teacher of the deaf to encourage children to express their ideas clearly, increase their vocabulary, work successfully as a group, and experiment with language. Each class rewrites a poem or short book once a week, does spontaneous oral rewrites, and rewrites each other's work. (VW)

Concept building is discussed, and several information processing strategies that teachers can use to promote student vocabulary development are presented. Classroom activities are also described. (Author/DB)

Four elementary-level students with moderate mental retardation were taught to read sight words using a progressive time-delay procedure. All students acquired their target words and at least 50 percent of the incidental and observational words and definitions to which they were exposed. (Author/PB)

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…

Intended for administrators and policymakers as well as teachers, this digest explores the nature of vocabulary and its implications for classroom instruction. After defining vocabulary and discussing some of the sources of English vocabulary, the digest examines how children's vocabularies develop. It then discusses the role of vocabulary…