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An Investigation of the Efficiency of Blissymbolics vs. Print in Symbol Learning by Nonreading Preschool Pupils.
Peer reviewed Peer reviewed
Luftig, Richard L.; Bersani, Henry A., Jr. – Journal of Communication Disorders, 1985
Twenty nonhandicapped preschoolers learned either a list of 20 Blissymbols or an identical list of 20 printed words over period of instructional sessions. Blissymbol Ss acquired list significantly faster. Results are discussed in terms of theoretical assumptions made by Blissymbol proponents and the applicability in terms of theoretical…
Descriptors: Beginning Reading, Preschool Education, Symbolic Learning
Play Diversity and Structural Relationships in the Play and Language of Language-Impaired and Language-Normal Preschoolers: Preliminary Data.
Peer reviewed Peer reviewed
Lombardino, Linda J.; And Others – Journal of Communication Disorders, 1986
Structural play-language relationships and diversity of symbolic play skills were compared with five language impaired and five nonimpaired children (ages 27-39 months). Findings indicated differences in mean length of utterance, mean length of sequence, and quantitative and qualitative aspects of symbolic play. (Author/DB)
Descriptors: Child Development, Language Acquisition, Language Handicaps, Play
The Role of Iconicity in Sign Language Learning by Hearing Adults.
Peer reviewed Peer reviewed
Lieberth, Ann K.; Gamble, Mary Ellen Bellile – Journal of Communication Disorders, 1991
This study evaluated the recognition and retention of transparent and nontransparent manual signs by 50 sign-naive hearing college freshmen. There was a significant decrease in the number of nontransparent signs retained as the period of time after training increased. Implications for sign language training with nonverbal hearing persons are…
Descriptors: College Freshmen, Communication Disorders, Higher Education, Maintenance
Captured by Details: Sense-Making, Language and Communication in Autism
Peer reviewed Peer reviewed
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Noens, Ilse L. J.; van Berckelaer-Onnes, Ina A. – Journal of Communication Disorders, 2005
The communication of people with autism spectrum disorder (ASD) is characterized by a qualitative impairment in verbal and non-verbal communication. In past decades a growing body of descriptive studies has appeared on language and communication problems in ASD. Reviews suggest that the development of formal and semantic aspects is relatively…
Descriptors: Semantics, Communication Problems, Autism, Pervasive Developmental Disorders