Designed to measure children's receptive and expressive language competence, this 57-item instrument inventories children's performance in the following eight language subareas: motor functions, memory functions, visual functions, tactile-kinesthetic functions, vocal functions, auditory functions, following directions, and language concepts. (This…

The first of three booklets in a series designed to help parents of handicapped children birth to 5 years old focuses on the communication process. A chart lists developmental milestones for both expressive and receptive language. Learning processes for communication (such as imitation, sensory knowledge, and memory) are reviewed. The bulk of the…

To evaluate the effects of Cued Speech (visual symbols) as a supplement to speechreading, cued and non-cued sentences and phrases were presented in a live situation at normal and at slow rates to 12 hearing-impaired subjects (7-to 11-years-old). (Author/LS)

In order to determine how well persons can learn to recognize vibratory speech patterns, six normally-hearing adults felt speech presented to their fingertips through vibrators. (Author)

Listening has been shown to be critical to educational, social, and professional success and teaching is a profession requiring mastery level skill. This can be aided by teacher educational curriculum which includes communication studies in general and listening in particular, and by using communication specialists as consultants and inservice…

Focusing on educational settings, this paper examines receiver apprehension (anxiety associated with the decoding, interpreting, and/or adjusting psychologically to messages sent by others). The first section, in a review of the literature, discusses the theoretical basis for receiver apprehension. A summary of educational consequences is…

The authors summarize results of their own and others' research of auditory language processing deficits associated with learning disabilities in children and adolescents. Among findings reported are that learning disabled children exhibit delays in the acquisition of morphological and syntactic rules, delays in logical growth, short-term memory…

A 14-year-old nonverbal severely handicapped boy received instruction in receptive language based on learning a "yes-no" indicator response and a variety of basic concepts. The procedures included scaling of preferences for common objects and basic teaching procedures for a "yes-no" indicator response to the question, "Do you like this?"…

Ability to follow imperatives with one to five separate directives was measured in 18 retarded (mean IQ 50) and 18 nonretarded adolescents. Recorded were the number and sequence of directions correctly followed as well as the types of errors made. The retarded adolescent demonstrated deficiencies in following two, three, and four directives, while…

Intended for teachers of elementary age hearing impaired students, the article describes the Test of Receptive Language Ability and the Test of Expressive Language Ability. (SBH)