The study examined whether differences existed between experimental and control groups in maternal language and children's receptive language five years after a home-based intervention program. Mothers were interviewed and asked to tell stories to their children. The Peabody Picture Vocabulary Test was administered to the children, with the…

This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing-impaired preschool children. Teachers relied extensively upon three techniques: label/model, extension, and correction. Infrequently used were such techniques as expansion, completion, reinforcement, repetition, and simple expatiation.…

Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)

Illustrates ways teachers can facilitate literacy and language development in preschool and kindergarten children by offering children a variety of opportunities to create connections between "reading" symbols, communicating ideas and mastering meaning. Among the suggested activities are oral language experience, printing of names and words, and…

Relates how the increased use of the word processors is changing life in Japan and predicts both positive and negative effects on language education. Illustrates some features of the Japanese language. (NH)

A cognitive-developmental view of reading was tested with 100 four-year-olds by examining the relationship between conceptual reading (multiple seriation and perceptual regulations), oral language (vocabulary and grammatic production), and reading (word recognition and comprehension). Findings suggest that language-learning explanations of reading…

The paper examines social cognitive activity in mentally retarded children as it applies to language problems, the relationship of problem solving and communication skills, and teaching methods which emphasize language pragmatics. (DB)

Notes interest in recent years in using a particular type of children's literature, the predictable book, as a springboard for stimulating language experiences. Suggests that, although this practice has merits, teachers should avoid engineering literacy tasks to the point where most of the work is done for the student. (NH)

Reviews research that demonstrates parallels between general linguistic and cognitive processes in human language acquisition and avian acquisition of song and discusses how such research may provide new insights into the processes of second-language acquisition. (Author/CB)

The feasibility of American Sign Language (ASL)/English bilingual education programs for deaf children is explored. After reviewing the linguistic input received by these children, language acquisition strategies and the importance of linguistic input in second language acquisition are reviewed. Implications are drawn for teachers instructing in…

A study examined demographic, impairment-related, and parental variables that best predicted self-concept among 49 severely to profoundly hearing-impaired 5- to 11-year-olds. A strong relationship was observed between self-concept and parental indulgence, parental rejection, parental protection, parental discipline, and extent of language…

Describes how a simulated bedtime story experience in which an adult shares a book with a child can be used in classrooms to teach beginning readers. Points out the importance of using authentic children's literature in the approach. (EL)

The introduction to the monograph on auditory learning summarizes the responses of 13 authorities on the education of the hearing impaired to the question: "What is unique about an auditory approach to spoken language development?" Responses are organized into categories (e.g., use of sense modalities, benefits, integration, parent involvement).…

Analysis of 12 Scottish and 12 American 3- to 6-year-olds interacting with adults indicated that, because Scottish adults use the present perfect tense more frequently in their speech to children than American adults do, Scottish children use the tense in their speech long before American children do. (Author/CB)

Instructional strategies targeted for differentiating between German verb synonyms have involved: (1) extended paraphrases or definitions in German and/or English; (2) reference to stylistic and/or contextual differences; and (3) the use of syntactic and/or semantic features. Application of these strategies is shown with the…