Evidence from the study indicated that the hearing impaired develop syntactic patterns, constructions, and processing abilities for language that differ from those used by the hearing but that semantic patterns and processing abilities of the hearing impaired are similar to those of the hearing. (Author/SB)

A discussion of language development and its role in the educational process focuses on the ways in which children use language to order experience. It is proposed that if human experience is construed in the form of language, then the way in which language is acquired can give insight into the fundamental nature of learning. These conclusions are…

This article examines the role of capacity limitations in working memory for children with specific language impairment (SLI). Preliminary findings support the contention that capacity constraints play a role in language disorders and that variations in the presentation rate of linguistic models affect the ability of children with SLI to learn new…

Sentence combining exercises present material to the students to be mastered by processes similar to memorization. By taking ideas in short sentences and compacting them into larger sentences, students become familiar with the relationships between the ideas in the short sentences. At its best, sentence combining is a process that requires the…

Analysis of learner language (LL), the foreign-language learner's utterances, can provide insight into the second-language acquisition process. Various models of first- and second-language acquisition are reviewed, characteristics of LL are discussed, and the role of instruction in second-language acquisition is considered. (IAH)

Addresses recent advances in research and theory that relate to language shift in early childhood, cognitive, and academic consequences of bilingualism and second-language learning, and theoretical models for conceptualizing the development of bilingualism and second-language learning. Contains annotated bibliography. (47 references) (LET)

This book is intended for graduate students and practitioners serving the needs of individuals with language-related learning disabilities in regular education, special education, and speech-language pathology. Some chapters are contributed by other authors. An introductory chapter chronicles historical trends in understanding and addressing…

There appear to be two basic theories about the relationship of written language to oral language and the relationship of writing to reading. The first theory views written language as a derivative of oral language and as an alternate but parallel form of oral language. The pedagogical implications of this model suggest that the problems of…

This article takes a functional approach to relationships between make-believe play and language development. It is argued that play and early literacy share similarities of function and social context, and therefore both prepare children for similar symbol-using processes. Transformation from oral language to literacy and implications for…

Current research supporting the language basis of dyslexia is reviewed, suggesting that phonological processing deficits are at the core of dyslexia and less pronounced reading problems. The role of higher-level language functioning and phonological processing is considered in an expanded view of the language basis of reading disabilities.…

This discussion of speech and language development in individuals with nonverbal learning disabilities (NLD) reviews NLD assets, deficits, and dynamics; the white matter model; manifestations of NLD in neurological dysfunction; psycholinguistic dimensions of NLD in terms of language content, form, and use; developmental considerations in NLD; and…

The national Language Development Project in Australia, an undertaking concerned with informing teachers on matters to do with language, language development, and language and learning, is described in this report. The various sections of the report establish the project's purposes; offer discussions of developments in thinking and research of the…

Cognitive mechanisms that may account for the phenomena of whole-word phonology and phonological templates in children are described and strategies for identifying whole-word phonological patterns in normal and disordered phonologies are proposed. Intervention strategies that draw on these same mechanisms as a way to overcome their inappropriate…

This article reviews recent research suggesting that individuals with dyslexia benefit enormously from being taught language structure explicitly, and concludes that many teachers are underprepared to teach language processes and structures to children with language-based learning problems. A call is made for an approach to teacher education that…

Presented is a case study of a boy who could not process language auditorily even though he had normal hearing. The boy, who was hyperactive and had a monosyllabic vocabulary at the age of four, received training on speech patterns through sign language and repetition and became a high-achieving student. (JDD)