Both modeling and imitation training were found to be effective procedures in eliciting imitation of utterances. (ST)

The aspect of listening selected for study was the ability to select between speech that is clear and intelligible and speech that is degraded'' by interfering sounds to various degrees of unintelligibility. Results show that children prefer to listen to easily intelligible language, and children who do not establish clear listening patterns…

Discusses the origins and development of language, both oral and written. (GB)

A rationale is proposed for the content of a language development program for the mentally retarded, based on the premise that language training for retarded children can be patterned after the normal child's language development. (CB)

A descriptive model is proposed for the study of the communication interactions between a child and the language users around him, based upon a means to record and analyze the adult demands placed upon the child. (Author)

Explores the importance of encouraging children to play with language, to use it as an art medium, to experiment with sounds and words, and to extend meanings. (Author/AJ)

A review of Language Development: Form and Function in Emerging Grammar by Lois Bloom. (DS)

A review of Language and Poverty: Perspectives on a Theme (Markham, 1970) by Frederick Williams (Ed.) (DS)

Difficulties in the behavioral approach to language intervention with autistic children include extensive staff time and lack of functionality in the language trained. Intervention, whether through speech or an augmentative system such as sign language, should be focused on producing functional language in communicative interaction. (CL)

A historical review of methods of language instruction for hearing impaired children is followed by a description of an approach which emphasizes conversation (via oral language, sign languge, or a combination) in natural settings. Activities to facilitate conversation as well as to directly teach language skills are incorporated in the approach.…

Approximately 47,200 spontaneous utterances of four nonstuttering children were analyzed for the occurrence of developmental disfluency from the time of one word utterances through the emergence of beginning syntax. Variations were found among the children's profiles with systematic changes in disfluency at each succeeding mean length of utterance…

From a corpus of over 47,000 spontaneous utterances from four nonstuttering preschool children who were beginning to use syntax, 4,881 multiword, disfluent utterances were identified. Semantic-syntactic structures were identified among the disfluent multiword utterances, and differences in frequency of structures were examined. (Author)