The article describes a language program for junior and senior high school deaf students in which American Sign Language was used to teach English language skills. Two examples illustrate the ways in which students use what they already know to approach new learning situations. (Author/CL)

Language Through Reading Materials, developed for children with severe specific language disorders, are described in terms of three levels and possible applications with students who have speech and language disorders, hearing impairments, and moderate learning difficulties. (CL)

Explores the "language/learning connection" as it relates to certain basic elements of the learning process and the development of language proficiency. Provides a new conceptual framework that links language proficiency, language acquisition, and learning. Analyzes the implication of this construct for learning through use of one's primary…

Two language-delayed children (three-four years old) received comprehension instruction on preposition-object phrases using a miniature linguistic system format to structure generalization. Results indicated generalization not only to untreated two-word combinations but also to comprehension of four-word phrases. In addition, there was some…

Reports that four deaf children of hearing parents, who lacked usable conventional linguistic input, developed a gestural communication system that showed some of the structural regularities characteristic of early child language. Suggests that communication with a number of language-like properties can develop in an atypical language-learning…

Describes a study of four- to five-year-old children's interpretations of statements involving "know" (savoir) and "think" (croire). The study tried to ascertain the language operations that modify a proposition or a basic assertion and to show the speaker's attitude towards the event asserted in the statement. (SED)

In a study involving 20 Down's Syndrome children and 4 normal but language delayed preschoolers, standardized change score analyses revealed that the total communication group scored significantly higher on the Expressive scale and in the number of acquired signs. (Author/CL)

Results of a study involving 14 three- to 11-year-olds with language impairments revealed that, for both functor acquisition and functor recall, speech and sign training was superior to speech training. Type of functor trained was also important, with prepositions faring better than pronouns. (Author/CL)

Describes vocalizations of five 13-month-old infants. Data are reported on syllable shape, vowel-like and consonant-like production in context and time, periodic utterances, complex babbling sequences, recurrent phonetic forms, fundamental frequency, and intonation types. Results are consistent with data from other studies and support theory of…

Describes a study of children's production of locative prepositions in order to test H. Clark's hypotheses regarding the acquisition of spatial terms. Subjects were required to describe the spatial arrangement of two balls arranged in each of three spatial dimensions. (SED)

Eighteen language disabled kindergarteners participated in a five-month intervention program emphasizing the development of expressive grammar. Ss made significant gains in expressive syntax, receptive morphology, expressive language, and one aspect of receptive language. Control Ss only made significant gains in one aspect of receptive language.…

Examines the research and theory of invented spelling, then looks at ways teachers can use it in their classrooms. (FL)

Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)

The computer assisted evaluation approach used at the California School for the Deaf-Fremont focuses on reading and language skill development. An inventory of computer lessons has been developed to match appropriate activities to student needs. Examples of lessons geared for different language ability levels are provided. (CL)

Reviews the concept that the melodic features of language play a major role in a child's acquisition of both oral and book language. (FL)