Reading disability is conceptualized as a disorder of several aspects of langauage, with acquisition of syntax, phonics, and phonemic coding in short-term memory signficantly delayed. However, semantic processing appears to be relatively intact. Remedial reading programs should stress the encouragement of expressive language skills. (Author/CL)

The study investigated changes in frequency of language used by six Down's syndrome children (six to seven years old) as they interacted with nonretarded peers within a normal school playground setting. As a group, Ss demonstrated a positive relationship between percentage of time engaged in interaction and increasing frequency on language use in…

Modern linguistic theory and research has only recently caught up with the linguistic intuition of the poet. A new, scientifically based view of language has emerged which must be understood and applied in creating and evaluating books for children so that they might utilize the full rich potential of language. (Author/NH)

Preschool children were paired in 12 speaker-listener dyads in which the speaker described common familiar items, and the listener attempted to guess their identity. Postfeedback, the speakers used longer, more informative descriptions for items originally failed and shorter, less informative descriptions for items successfully guessed on the…

The study investigated receptive and expressive language skills in 11 preschool gifted children. It was concluded that as a group the gifted Ss did not have a better selection of deep structure and transformation rules than normal Ss. (SB)

The article summarized findings on the oral output of 40 gifted elementary school children who voluntarily attended language workshop sessions. Students were offered a wide range of oral expression, yet they exhibited haphazard and inconsistent oral abilities. Recommendations are made to improve the linguistic abilities of gifted children. (CL)

The generalization of a previously trained interrogative response ("What's that?") was investigated in using eight severely retarded institutionalized individuals from 8 to 22 years old. (Author)

Demonstrates that philosophies about the teaching of composition may be either expressive, mimetic, rhetorical, or formalist, but cautions teachers against teaching on the basis of one of these and evaluating on the basis of another. (DD)

Discusses the importance of the following factors in translation: (1) embedded communication events; (2) the circumstances of the production of a text; (3) the response of receptors to a text; (4) the translator's role in producing a translation; and (5) the response of receptors to a translation. (AM)

Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Describes the development of an experimental measure for assessing growth in expressive communication in children from birth to 3 years of age Results from a sample of 50 infants and toddlers assessed monthly for 9 months in indicated that the measure displayed adequate psychometric properties of reliability and validity and was sensitive to…

Hearing-impaired students can be encouraged to write creatively through such novelty book formats as: shape books, accordion-fold books, alphabet books, rebus books, books with page shape variations, diamante poems, play-along books, guessing books, pattern books, and pop-up and cutout books. (DB)