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Download full textGannett, Cinthia; Diller, Karl – 1981
The relation between reading and writing is important because tacit and possibly unwarranted assumptions underlie the theories and pedagogies which govern these processes. These assumptions are challenged by the claims that: (1) reading and writing are related in neurolinguistically specifiable ways; (2) they do not seem to be simple inverses of…
Descriptors: Decoding (Reading), Dyslexia, Language Handicaps, Language Processing
Menyuk, Paula – 1979
Issues concerning the teaching of sign systems to severely communicatively handicapped persons are considered. It is explained that the differences causing severe communication handicaps will affect which aspects of language processing and which aspects of language will be affected. Suggestions are made as to why some individuals who have great…
Descriptors: Cognitive Processes, Language Handicaps, Language Processing, Learning Theories
Peer reviewedMilosky, Linda M. – Topics in Language Disorders, 1990
This article discusses the concept of world knowledge and its relevance to intervention processes. Roles of linguistic and physical context in interpretation and levels of speaker experience are discussed. Levels of involvement are related to communication goals, and these principles are extended to applications in the teaching of language skills.…
Descriptors: Communication Skills, Comprehension, Context Effect, Elementary Secondary Education
Peer reviewedCrais, Elizabeth R. – Topics in Language Disorders, 1990
This article focuses on development, elaboration, and measurement of word repertoire from world knowledge, as well as factors affecting the word-learning process and vocabulary assessment and remediation methods such as definition and association tasks. Several alternatives for vocabulary expansion based on world knowledge principles are also…
Descriptors: Communication Skills, Context Effect, Elementary Secondary Education, Intervention
Peer reviewedFujiki, Martin; Brinton, Bonnie – Language, Speech, and Hearing Services in Schools, 1987
Thirteen subjects (aged 5:6 to 6:6) with language disorders were given elicited imitation and spontaneous language tasks, and their performance was compared among and within subjects. The two procedures produced significantly correlated results for some children but not for others. Analysis of specific syntactic forms also produced variable…
Descriptors: English Instruction, Expressive Language, Imitation, Language Acquisition
Peer reviewedPaul, Rhea – Topics in Language Disorders, 1990
This article relates the ability to understand individual sentences both in and out of context by normal and developmentally delayed children at various developmental stages to the concept of world knowledge. Implications for assessment and treatment of sentence comprehension deficits among language-disordered students are discussed. (PB)
Descriptors: Comprehension, Context Effect, Developmental Disabilities, Developmental Stages
Peer reviewedLucariello, Joan – Topics in Language Disorders, 1990
Nondisabled only children (N=10) were observed and videotaped at home with their mothers in scripted, free-play, and novel contexts to probe uses of temporally displaced (TD) communication and maternal contributions to its development. Scaffolded maternal speech was found important to TD speech development and context-sensitivity underscored as a…
Descriptors: Caregiver Speech, Communication Skills, Context Effect, Elementary Secondary Education
Blaubergs, Maija S. – 1977
That semantics interacts with syntax has been shown in psycholinguistic investigations of the processing of language by adults and of the acquisition of language by children. The few programs for language assessment and therapy that have attempted to incorporate semantic considerations have included some misunderstandings of the psycholinguistic…
Descriptors: Child Language, Comprehension, Diagnostic Tests, Grammar
Rey-von-Allmen, Micheline – 1977
The reflections in this paper represent part of a study of disadvantaged 13 to 15 year-old children of immigrants in Switzerland. This section deals with the process of learning spelling. In order to observe the students' learning, the same dictation was given four times during the school year. The results were studied intuitively and…
Descriptors: Code Switching (Language), Comprehension, Disadvantaged Youth, Error Analysis (Language)
