Complex syntax production emerges shortly after the emergence of two-word combinations in oral language and continues to develop through the school-age years. This article defines a framework for the analysis of complex syntax in the spontaneous language of preschool- and early school-age children. The purpose of this article is to provide…

Children adopted from abroad at older ages have unique speech and language-learning issues. At adoption, the impact of longer stays in orphanages with their associated lack of enrichment, nutrition, and healthcare is more pronounced. After adoption, the children begin school in a new language soon after arriving home. These children quickly lose…

Research on emergence of language is briefly reviewed and its implications for visually handicapped children noted. A longitudinal study of three congenitally blind infants suggests the need for caution in applying normal developmental theories to the situation. (CL)

The components of the language-based approach to intervention with hearing impaired children which emphasizes the importance of conversational interaction in the preschool years are described. Implications for caregivers are noted. (CL)

The article reviews the sequence of comprehension and production development in young normal hearing and hearing impaired children and describes comprehension strategies for both populations. Assessment procedures are considered. (CL)

The article looks at syntactic deficiencies involving simple clause structures and grammatical morphology in young children. A framework for understanding the development of simple clause structures is presented followed by a discussion of the correlates of early syntactic development. Procedures to assess and remediate syntactic deficiencies are…

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)

Argues for the use of American Sign Language (ASL), rather than spoken English or Manual English, with deaf children in to build language and thinking skills and thereby mediate the meaning of English in print and facilitate literacy development. (DB)

Rebuts the monolithic view of language in which languages are discrete entities which clash in bilingual communities by suggesting that immigrant communities tend to develop mixed vernaculars in which children may well achieve fluency in the language of the larger society. Circumstances under which such fluency does not develop are identified.…

The acquisition of spatial terms in the language development of young children is examined. Two primary theories of word meaning and concept acquisition are reviewed, followed by a summary of current developmental research on spatial terms and factors influencing acquisition. Finally, guidelines for the assessment and teaching of spatial terms are…

This article reviews recent investigations of the development of phonology, morphology, semantics, and pragmatics in the development of speech and language by African American children. Clinical implications are offered to aid the distinction between normal language development using features of African American English and language disorders.…

Outlines a four-phase process for forming therapeutic alliances between speech/language professionals and families. Methods from the family therapy literature are superimposed onto speech-language therapy techniques. Adaptations to meet the needs of young children with communication difficulties and their families are described. Case study dialogs…

This article explores the effect of augmentative and alternative communication systems on literacy acquisition by young children with severe speech and physical impairments. The possibility of a relationship between the type of graphic symbols used for communication as a preschooler and the child's early reading competency is considered. (DB)