Examination of pretest and posttest data as well as session data revealed a substantial increase in the number of multiword productions for most of the children in the experimental group (using vertical structures) but not for controls. (Author/CL)

Research on the environmental conditions promoting generative language learning is reviewed. Recombinative generalization is introduced as a principle of stimulus control that enables individuals to express and to comprehend novel utterances. Alternative matrix-training procedures should be considered in attempts to optimize the development of…

The paper presents a case study of a language-impaired child who invented a unique morphologic rule for signaling the distinction between English singular and plural nouns. This example is offered as further support of a model of language acquisition that emphasizes the cognitive aspects underlying linguistic regularities in child language.…

The paper describes the linguistic/cognitive challenge of answering yes/no questions appropriately. The coping strategies of normally developing children are used as the basis for tutorial suggestions for intervention with the developmentally delayed. (Author/CL)

Studies are reviewed on the role of metalinguistic skills in acquiring communicative competence and implications are considered for language-disabled children. Normal and delayed development of metaprogmatics--or "talking about talking"--is traced with attention to performatives (the speakers's goals), presuppositions, and conversational…

A review of research on how cognition relates to language in children with language impairments discusses terminology and analyzes the basic mapping problem. Evidence for a variety of hypotheses related to the issue are examined. (CL)

Results of the study involving 13 language-impaired children (two to three years old) indicated that unsolicited imitations play comparable facilitative roles in the lexical acquisition of normal and language-impaired children. (Author/CL)

Twelve language disordered second graders scored significantly lower on inference items than the cognitively matched control group of second graders on verbal and picture tasks. There was no significant difference between language disordered and kindergarten Ss for either the overall or conditional analysis. Results were interpreted as indicative…

Compared to language-matched normal Ss, 15 language-impaired children were advanced in the level and direction of their symbolic play. However, compared to age norms, the language-impaired Ss evidenced deficits in symbolic play. (CL)

When the presuppositional and performative abilities of 18 language disordered and 18 normal preschoolers were compared, both groups showed a tendency to encode changing rather than unchanging situational elements and demonstrated similar levels of imperative and declarative performative intent. Performative and presuppositional behaviors were…

A parent training program used at the Humboldt State University Speech and Hearing Center helps parents of language impaired children learn to incorporate language facilitation techniques into their daily interaction with their children. The approach used is the INREAL model which was designed to improve the language and related learning skills of…

A metalinguistic task involving the identification and revision of syntactic, semantic, and phonologic errors was administered to 10 normal and 10 language-disordered children (4-7 years old). Findings suggested that not only do language-disordered children take longer to understand and produce certain language forms, but they also take longer to…

The study organized a large data archive gathered over eight years on 718 children with language disorders. Generally, primary research factors (53 variables representing IQ, language, history, socioeconomic status, physical/neurological, and social/emotional background) failed to account very well for language performance at program entry or…

The article examines clinical issues that must be considered in planning preschool language intervention aimed at integrating pragmatic theory into the treatment plan. The clinician's role in the process is examined, and solutions to problems in meeting individual needs within a group and being accountable are offered. (CL)

The frequency of reduplication was examined in relation to syllable maintenance, final consonant production, and whole word repetitions in two preschool children with specific language impairments. Data suggested that reduplication may be a prognostic indicator of developmental rate, future difficulty with final consonants, and early childhood…