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Ackerman-Ross, Susan; Khanna, Prabha – 1986
This study investigated the relationship between day care and young children's language performance. Receptive, expressive and a combined language score plus an intelligence quotient (IQ) were derived for middle-class, Caucasian 3-year-olds from intact families who attended high quality day care since infancy and were compared to the scores of…
Descriptors: Birth Order, Child Rearing, Comparative Analysis, Day Care
Smardo, Frances A. – 1982
The use of videotape, 16mm film, or personally conducted programs in the Dallas Public Library story hours was studied to determine the effectiveness of the three methods in improving the listening skills of preschool children of varying socioeconomic levels. This report of the 1981/82 research project provides information on sample size…
Descriptors: Childrens Literature, Comparative Analysis, Comparative Testing, Filmstrips
Torres, Cresencio; Katz, Judy H. – 1982
Neuro-Linguistic Programming (NLP) is a method that teachers can use to increase their communication effectiveness by matching their communication patterns with those of their students. The basic premise of NLP is that people operate and make sense of their experience through information received from the world around them. This information is…
Descriptors: Auditory Perception, Classroom Communication, Communication Skills, Elementary Secondary Education
Cocking, Rodney R.; McHale, Susan – 1977
This study examined the specific effects of picture and object stimuli on two types of language performance: comprehension and performance. Subjects were 48 4- and 5-year-olds who were randomly assigned to one of four groups. Groups were matched for SES, sex, and age and tested individually with one of the four measures: language comprehension…
Descriptors: Cognitive Development, Comprehension, Intellectual Development, Language Acquisition
Cairns, George F.; Butterfield, Earl C. – 1977
The third of four documents reviews research on assessment in three domains (receptive language skills, expressive language skills, and perceptual and cognitive processes) as the most likely to predict subsequent language development of young children who have yet to speak their first word. Section II focuses on assessment of hearing sensitivity…
Descriptors: Cognitive Processes, Diagnostic Tests, Evaluation Methods, Expressive Language
Rouse, John – Educators Guide to Media & Methods, 1968
Writing instruction today emphasizes the rules and conventions of rhetorical analysis and thus tends to isolate the students' personalities from their use of language. To be effective, writing instruction must begin with the exploration of events and issues that determine experience and with the ideas formed from attempts to understand life. One…
Descriptors: Communication Problems, Communication (Thought Transfer), Creative Thinking, Elementary Education
Fitzmaurice, Peggy, Comp.; And Others – 1974
Presented primarily for use with educable mentally retarded and learning disabled children are approximately 100 activities for language development through the auditory channel. Activities are grouped under the following three areas: receptive skills (auditory decoding, auditory memory, and auditory discrimination); expressive skills (auditory…
Descriptors: Auditory Perception, Auditory Training, Aural Learning, Class Activities
Linder, Ronald; Fillmer, Harry T. – 1971
Because learning to read is based on the ability to sift and organize sensory input, it is important for teachers and curriculum planners to know of the sorts of language experiences which develop reception and, subsequently, reading skills. Research on the effects of visual and auditory presentation of information and on early sensory experience…
Descriptors: Auditory Discrimination, Cultural Differences, Language Acquisition, Language Research
Peer reviewed Peer reviewed
Liskin-Gasparro, Judith E. – Foreign Language Annals, 1984
Discusses Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," focusing on the third section, "Suggestions for improvements in receptive language testing." Considers such areas as: (1) level descriptions for academic use, (2) item and item types, and (3) validation. (SED)
Descriptors: Computer Assisted Testing, Criterion Referenced Tests, Language Proficiency, Language Skills
Asher, James J. – SPEAQ Journal, 1979
Advocates an approach to second language learning based on Krashen's "Implicit Learning" model. Emphasizes comprehension training in preparation for productive skills learning, as a stress-free, highly motivating instructional strategy. Discusses results obtained with this approach in a variety of foreign languages at several schools across the…
Descriptors: Adults, Children, English (Second Language), Language Acquisition
Peer reviewed Peer reviewed
Beck, Ann R.; Pirovano, Christine M. – Journal of Autism and Developmental Disorders, 1996
This study investigated the validity of using facilitated communication with individuals with autism (n=6) or profound cognitive impairments (n=6) on the Peabody Picture Vocabulary Test-Revised (PPVT-R) when facilitators were screened from visual and auditory stimuli. Results do not validate the use of facilitated communication with the PPVT-R or…
Descriptors: Assistive Devices (for Disabled), Augmentative and Alternative Communication, Autism, Communication Aids (for Disabled)
Peer reviewed Peer reviewed
Dodici, Beverly J.; Draper, Dianne C.; Peterson, Carla A. – Topics in Early Childhood Special Education, 2003
The relationship between parent-child interactions and early literacy skills in children (ages 1-3) for 27 families living in low-income households was examined. Results found child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity behaviors were strongly related to later receptive vocabulary,…
Descriptors: Early Childhood Education, Economically Disadvantaged, Family Environment, Interpersonal Communication
Peer reviewed Peer reviewed
Kohen, Dafna E.; Brehaut, Jamie C.; Pence, Alan; Hunter, Mike – Canadian Journal of Infancy and Early Childhood, 2002
This study examined the associations between the use of after-school care arrangements and adolescent competencies in 60 young Canadian adolescents. Findings revealed that, compared to those not participating, early adolescents participating in after-school care between 5 and 13 years obtained higher academic and social competency scores based on…
Descriptors: Academic Achievement, After School Programs, Comparative Analysis, Early Adolescents
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Svirsky, Mario A.; Chute, Patricia M.; Green, Janet; Bollard, Priscilla; Miyamoto, Richard T. – Volta Review, 2000
A study examined language skills in 44 pediatric cochlear implant users. All participants received implants before age 6 and were programmed with state-of-the-art stimulation strategies (Continuous Interleaved Sampler or Spectral Peak) since the day of initial stimulation. Postimplantation language development proceeded at a pace that was not…
Descriptors: Child Development, Cochlear Implants, Communication Skills, Deafness
Peer reviewed Peer reviewed
Cleary, Miranda; Pisoni, David B.; Kirk, Karen Iler – Volta Review, 2000
A study investigated whether differences in working memory could account for variance in word recognition and receptive vocabulary skills of children (ages 5-16) using oral communication (n=32) and total communication (n=29). A contribution from working memory was observed only for the span tasks that incorporated an auditory processing component.…
Descriptors: Auditory Perception, Cochlear Implants, Deafness, Early Childhood Education
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