Background: Many people with aphasia have word-finding difficulties, with some showing particular difficulties with verbs. Picture-naming therapy is often used to improve naming, but gains are usually limited to therapy items and do not transfer to conversation. Therapy where words are produced in sentences and in real-life activities may be more…

GTM (Grammar Translation Method) is still the commonly utilized method in EFL classes in Turkish Education System. Based on a phenomenographic research design, this paper inquires the personal constructs of EFL state school teachers (n= 15) on the related issue. There in lies the major result in that non-native EFL teachers, who have learnt…

Oral language skills underpin children's educational success and enhance positive life outcomes. Yet, significant numbers of children struggle to develop competence in speaking and listening, especially those from areas of high economic deprivation. A tiered intervention model, graduating the level of provision in line with levels of need, has…

This is a case study of a Greek-American young adult and a New York City non-profit Day Habilitation consumer who was diagnosed with various developmental disabilities. The methods used for therapeutic and educational interventions included Gustav Heckman's version of Socratic Method called Socratic Enquiry used in individual sessions (one-on-one)…

Learning English language is important as mother tongue in the case of second language learners because of its widen opportunities in one's professional and academic areas. Getting command in English language needs special practice and training in the case of second language learners where they are exposed continuously to their mother tongue. To…

Both naturalistic communication and parent-implemented interventions are evidence-based practices for young children with disabilities, but demonstrations of effective methods for teaching parents to implement naturalistic interventions successfully with their children are still warranted. The purpose of this study was to examine the effects of a…

Although publicly-funded prekindergarten (pre-k) programs have been designed to promote children's school readiness, programs have tended to support early literacy skills to a greater degree than early language skills. Given the importance of both language and literacy skills for children's reading acquisition and academic achievement, the present…

A 10-year-old boy with autism was part of an evaluation of an innovative intervention focused on improving communication skills. His school was using the minimal speech approach (Potter and Whittaker, 2001) with all children in accordance with government guidance. The pupil's receptive language had not been formally assessed due to his lack of…

Naturalistic interventions show promise for improving language in children with autism. Specific interventions differ in direct elicitation of child language and indirect language stimulation, and thus may produce different language outcomes. This study compared the effects of responsive interaction, milieu teaching, and a combined intervention on…

Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the effectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty-eight…

Online technology and streaming video have the potential to generate tremendous interest and motivation in ESL/EFL students. Unfortunately, as the basis for a task-based language teaching (TBLT) program, such technology often places students in a passive position and limits inter-student communication. This paper describes a successful TBLT course…

This article discusses the usefulness of anecdotes as a technique to stimulate learners' interest and thus create a meaningful learning context in the second language classroom. It describes the pattern of an anecdote and how it should be formed as well as the different types of anecdotes. The article offers tips to successfully implement this…

Four toddlers with Down syndrome (ages 10-30 months) were presented with six nonreactive and reactive toys for 90 sessions of free play. When the toys were nonreactive, the subjects vocalized to express their disappointment or to seek assistance from the adults in the room. (Contains references.) (Author/CR)

This collection of four "focus flyers" developed by the Services for Children with Deaf-Blindness program at the University of Southern Mississippi provides practical guidelines for parents and teachers working with infants, children, and young adults who are deaf-blind. The first flyer is on communication interactions and is organized into an…

Incorporated motivational procedures to teach question-asking to three children (ages three and five). All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant…