Principles, processes, and information that can be used in selecting an initial lexicon for severely handicapped persons are discussed. Two strategies for lexicon selection, one based upon functional-remedial logic and the other upon developmental considerations, are presented together with guidelines for selecting lexical items derived from each.…

Analyses of play suggested more sophisticated levels in segregated than integrated settings. There were no differences between the two settings in appropriateness of play, type of interaction, percentage of attending to teacher-directed learning activities, or quality or quantity of their language in the two settings. (Author/CL)

A reward was hidden under the stimulus picture representing the correct answer to a comprehension task. Accuracy and test-retest reliability of the responses of 34 two year olds were measured. Effects of the rewarded search procedure varied, depending on sex and the language structure tested. (Author/CL)

Research is reviewed on the use of familiar nursery rhymes with mentally handicapped children, and it is concluded that the rhymes promote social interaction and word recognition. (CL)

The Carrow Elicited Language Inventory was used to compare imitation skills of kindergarten children identified as high risk for learning disability with those of a normal control group. Significant differences were found between groups in the total number of errors and ability to imitate adjectives, conjuctions, pronouns, and verbs. (Author/CL)

The article reviews research on direct and indirect evidence of neurological dysfunction associated with autism (including brainstem and cortical dysfunction). Issues of reorganization of language functions are discussed. Clinical implications of findings, including the value of gestural sign systems, are noted. (CL)

The acquisition of conversational response skills by young retarded and nonretarded children matched for chronological age and expressive linguistic ability was compared. Retarded Ss showed delayed response performance in comparison with controls matched for CA. When matched for language level, however, retarded children demonstrated significantly…

The relationship between the use of concrete objects and pictorial representations of those objects when teaching noun labels to 3 autistic boys was analyzed. Although results indicated no consistent functional relationship between the two types of stimulus presentation, there were varying degrees of generalization between the two conditions.…

One-hundred eighteen children (five-seven years old) were tested fall and spring on language comprehension logico-perceptual development, and reading acquisition. It was concluded that strategies demonstrated in the logico-perceptual tasks may play a fundamental role in correct interpretation of certain language structures. (Author/CL)

Fourteen mothers of language delayed two- to five-year-old children provided shorter utterances, fewer questions, more directions, and fewer acceptance utterances than 14 mothers of nondelayed children in free play and structured situations. (CL)

Six profoundly mentally retarded adults were trained to use 10 signs. Two Ss learned all signs with 100% accuracy without verbal prompting; four Ss learned seven to eight signs, varying with stimulus cue and setting. It was suggested that the four Ss may not have possessed adequate cognitive ability. (CL)

An article first printed in "Elementary English" in September 1953 which reviews language acquisition and development in children. (DD)

Recalls the contribution of Connie Rosen to teachers' understanding of language development. (Editor)

This article presents a wholistic picture of the major factors in the language learning process. (RC)

This article discusses five theories on the relationship between language and thought. (RC)