Three language teaching procedures for moderately and severely handicapped children that can be used in the everyday setting are discussed, along with the contribution of each procedure to an integrative model of natural environment language training. Empirical research on these methods is also reviewed. (SEW)

The question of whether the exclusive use of spoken English (i.e., oralism) causes brain atrophy for the hearing impaired child is examined in light of data presented by R. Conrad and other researchers. It is concluded that deafness itself is the fundamental cause of performance deficits. (SEW)

The linguistic home environments of 10 language-delayed children and 10 linguistically normal children were compared using audiorecordings of parent-child dyads. Significant differences were found between the linguistic interactions of parents with a language-disordered child and parents with a linguistically normal child in all areas studied.…

The receptive and expressive "wh" interrogative performance of 20 language-delayed children (4.3 to 6.4 years old) was compared to available normative data. These findings suggest that the delayed children develop the same order of acquisition and rules for questioning as normal children, but at a slower rate. (Author/SEW)

Two approaches for analyzing the measures reflected in children's early word combinations are described and illustrated. The first interpretive approach involves detailed analysis of spontaneous speech. The second approach uses individualized probes that are designed to isolate the semantic factors involved in children's word combination patterns.…

Considers the rational basis for participatory democracy and six ideas designed to embody that conceptual basis. Contends that the mission of speech communication scholars to the civic culture should be an activation of civic competencies and an invention of new places to practice free speech skills. (PD)

Language development of three prelingually deaf preschool children in a cued speech program was videotaped and analyzed by frequency of gestures, cues, and speech. Results suggest early introduction of cued speech does not materially aid spoken language development of profoundly deaf children. (MSE)

Examined the verbal climate of Saturday morning programs by assessing: (1) prevalence of supportive, defensive, or neutral statements; (2) types of interpersonal responses-- aggressive, negative, positive, or neutral; and (3) general program variables as tone, format, character features, etc. The most obvious message offered was the White male's…

Reviews arguments for and against student evaluation of faculty instruction. Discusses the following alternatives to rating scales: mail questionnaires, telephone interviews, observer evaluations, in-class discussions, weekly logs, and students' course descriptions. Offers guidelines for refining and implementing these alternatives. (PD)

Proposes an inductively derived taxonomy as a more valid and reliable classification scheme of compliance-gaining strategies. Compares the taxonomy with a multidimensional scaling representation of college students' perceptions of persuasive messages. Concludes that the taxonomy has a high degree of representational validity. (PD)

Explores the meaning of the term "communication" vs. "mere talk" in selected instances of American speech about interpersonal life. Analyzes two case studies and transcripts of the Phil Donahue Show. Also discusses communication as ritual and ethnography as a form of communication inquiry. (PD)

Surveys possibilities for future scholarship in public address. Notes that the communication historian in an age of information must take into account (1) the mass and diversity of public communication events and (2) the dominant intellectual version of information in speech communication. (PD)

Reports the findings of a survey commissioned by the Speech Communication Association's Task Force on Assessment and Testing. Concludes that many states are including speaking and listening skills in curriculum and assessment programs but that much work still needs to be done to develop an integrated oral communication program. (PD)

Reviews publications and documents from "Resources in Education" useful to speech communication teachers in curriculum planning or classroom instruction. (PD)

Data suggest that, given a situation where no rewards are expected and no gain is to be found by exhibiting convergent behavior, there will be no difference in speech accommodation (the attempt to adopt speech patterns of an interlocutor) by male and female Mexican American bilinguals. (Author/CM)