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"Verb-alizing" Facilitating Action Word Usage in Young Language-Impaired Children.
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Chapman, Kathy L.; Terrell, Branda Y. – Topics in Language Disorders, 1988
The article reviews the development of action words in the language of young children, provides a rationale and basis for the choice of action forms to include in an early vocabulary, and suggests strategies for facilitating action-word development in language impaired and normal children. (DB)
Descriptors: Expressive Language, Language Acquisition, Language Handicaps, Teaching Methods
Word-Finding Abilities in Language-Impaired Children: ASHA Monographs Number 25.
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Kail, Robert; Leonard, Laurence B. – 1986
Four samples of language-impaired and control children (N=233, ages from 4 to 14) participated in seven experiments to determine the specific conditions under which retrieval deficits play a role in language-impaired children's word finding problems. Experiments 1-5 dealt with recall, retrieval, and similarity judgments of words presented…
Descriptors: Concept Formation, Early Childhood Education, Elementary Secondary Education, Expressive Language
Oral Vocabulary and Beginning Reading in Disadvantaged Black Children
Peer reviewed Peer reviewed
Cohen, S. Alan; Kornfield, Gita S. – Reading Teacher, 1970
Descriptors: Beginning Reading, Black Students, Disadvantaged Youth, Expressive Language
Observational Learning of Receptive and Expressive Language by Handicapped Preschool Children.
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Goldstein, Howard; Brown, William H. – Education and Treatment of Children, 1989
Two experiments investigated the effects of peer modeling on the acquisition of receptive and expressive language responses. Experiment 1 studied lexical learning among five children who were mildly/moderately developmentally disabled. Experiment 2 investigated the observational learning of receptive and expressive language responses by two…
Descriptors: Developmental Disabilities, Expressive Language, Language Acquisition, Language Handicaps
The Acquisition of Object Names in Children with Specific Language Impairment: Action Context and Word Extension.
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Schwartz, Richard G.; And Others – Applied Psycholinguistics, 1987
Comparison of language-impaired two- to three-year-olds (N=10) and normal one-year-olds (N=15) matched for expressive language revealed that the language-impaired subjects acquired a greater number of object concepts presented in a no-action condition than the normal children, although language-impaired subjects' extensions of the names to new…
Descriptors: Child Language, Comparative Analysis, Concept Formation, Context Clues
Treatment of Early Expressive Language Delay: If, When, and How.
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Whitehurst, Grover J.; And Others – Topics in Language Disorders, 1991
Twenty-seven toddlers identified as showing specific expressive language delay (ELD) were studied and followed through the preschool period. Findings indicated that home-based intervention accelerated vocabulary skills, but did not decrease the likelihood of later phonological problems. ELD was also seen as a self-correcting condition. (PB)
Descriptors: Cognitive Development, Communication Skills, Early Intervention, Expressive Language
Fine-Grained Auditory Discrimination: Factor Structures.
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Elliott, Lois L.; Hammer, Michael A. – Journal of Speech and Hearing Research, 1993
This study, with 161 children with and without language learning problems, tested the hypothesis that as children's language development matures, factor-analytic structural changes occur that are associated with measurements of fine-grained auditory discrimination, receptive vocabulary, receptive language, speech production, and 3 performance…
Descriptors: Auditory Discrimination, Auditory Perception, Developmental Stages, Discrimination Learning
Some Implications of Research on Normal Language Acquisition for the Disadvantaged Child.
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Doyle, Michael
It is not possible to outline a "system" of education which could be applied to all children with language handicaps. Each child with a language deviation will provide his own model and his own system of educational needs based upon the extent to which he is atypical in his language development. The disadvantaged child lacks the language facility…
Descriptors: Auditory Training, Children, Cognitive Processes, Concept Formation