A discussion of the role of linguistic theory in explaining language acquisition proposes that theory draws too narrow a picture of language to adequately account for the developmental phenomena of acquisition. While recognizing the importance of descriptive linguistic research, a new approach cautions against embracing description to the…

The paper examines theoretical issues regarding the symptomatology of echolalia in the language of visually impaired children. Literature on echolalia is reviewed from a variety of perspectives and clinical work and research with visual impairment and with autism is discussed. Problems of definition are cited, and explanations for occurrence of…

The study examined actual communicative expressions of five 3-year-old profoundly, prelingually deaf children and their mothers, along with nonverbal contextual information. Each subject was videotaped in the home while interacting with the mother in toy play and usual daily activity. Results identified more than 4,500 communicative expressions,…

The study utilized standardized testing procedures to identify the reading comprehension and verbal language characteristics of 12 fourth and fifth grade disabled readers. Reading comprehension was assessed with a standardized test of reading comprehension. Verbal language was assessed with a standardized test of verbal language. Descriptive,…

The acquisition of two types of anaphora, reflexive and non-reflexive personal pronouns, was investigated. It was hypothesized that the two types of anaphora are acquired at different developmental stages. The three experiments involved Dutch children of age 6 and 7 and adults. Interpretations of sentences containing third person reflexive…

This annotated booklist for parents and child caregivers is intended as a guide for using picture books to help children develop language skills. It differs from other lists which emphasize learning to listen; here the purpose is to facilitate talking. Each listed title is followed by a description of how the book might be used to teach a specific…

The book reports on a descriptive study of communicative strategies used by 15 deaf preschoolers. Video recording with simultaneous direct observations were made once a month in a kindergarten for deaf and hearing children. Children were observed during periods from .5 to 2 years. Descriptions of communicative strategies are based on…

TPA is conceptualized in terms of channels, processes, and levels. This study investigates the relationship between the two levels: the representational level and the automatic level. It concludes they are highly related in auditory-vocal channel but not in visual motor channel. (Author/HMV)

Children from 18-30 months who spoke in either one-or two-word utterances were tested for their ability to discriminate between grammatical and ungrammatical sentences. Results showed that these children can discriminate. (ST)

Concerns the language development of four children between the ages of 19 and 26 months, as they progressed from single-word utterances to a mean length of utterance of 2.5 morphemes. The observed developmental sequence is described and possible linguistic and cognitive explanations for it are discussed.

Uses experimental evidence to define three stages in infants' pre-speech development: perlocutionary, illocutionary, and locutionary. (ED)

Parents of deaf children are encouraged to share experiences with their child (as well as talking to him), know the child as a person apart from his handicap, build language with visual aids, and 'borrow' interested people (such as teenagers and senior citizens) to spend time with their child. (LS)

Two hypotheses concerning children's treatment of "less" as a synonym of "more" were tested with 4- and 5-year-olds. It was hypothesized: (1) that the "less"-"more" distinction can be taught; and (2) that conservation is dependent on the capacity to distinguish "more" and "less". (Author/CS)