Individuals with Asperger Syndrome (AS) often face difficulties in social communication and language skills, encompassing comprehension and production in both their first and second languages. English as a second language has been one of the most common communication tools and a school subject for decades in Asia; therefore, mastering English…

This study focuses on developing specific vocabulary learning strategies to assist the receptive knowledge of English for Specific Purposes (ESP). It aims to provide a practical framework for teaching technical vocabulary. The study introduced the Multimedia Strategic Vocabulary Learning (MSVL) model and investigated its effects on teaching…

Five children with severe educational retardation, aged 5-12, were involved in sign training in which the spoken words corresponding to signs were receptively known to participants. Whether signs were taught concurrently or in a serial fashion, signs taught by total communication were acquired faster than those taught by sign-alone training.…

In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing general cognitive skill. There is evidence in first language (L1) and in L2 that accessing this skill when reading in an alphabetic language…

Noun and verb comprehension of 11 children with cerebral palsy or other motor impairments was assessed by presenting a linguistic stimulus and determining whether the child watched a video event that matched or did not match the stimulus. Subjects, aged 2-6, watched the match significantly more, especially when dynamic visual stimuli were…

Progressive time delay is presented as a nonintrusive method of teaching receptive vocabulary to a 5-year-old girl with severe mental retardation. The girl was trained in pointing to photographs of various unfamiliar objects when the object was named by the teacher. Results indicate that the presentation of a time delay procedure resulted in a…

An alternating treatments design was used to evaluate and compare the instructional effectiveness of six treatment packages in teaching receptive picture vocabulary to 12 mildly handicapped children (ages 3-6 years). Independent variables in the treatment packages included: least-to-most prompting, correction, group instruction, and individual…

Thirty-five students (age 5-21) with mental retardation completed a 10-lesson curriculum on verbal and signed vocabulary acquisition. Therapist only and therapist plus video methods resulted in higher spoken and manual sign production of targeted items compared to the video only method. Receptive vocabulary was not improved. (Author/JDD)

Stories were read daily at school and home to 32 children, aged 3-10, with severe learning difficulties. After eight months, almost all of the children showed improvements in verbal comprehension greater than gains of a comparison group, and the older children showed improvements in verbal expression. (Author/JDD)

"Malik Goes to School: Examining the Language Skills of African American Students From Preschool-5th Grade" synthesizes a decade of research by the authors, Holly Craig and Julie Washington, on the oral language and literacy skills of African American children from preschool to fifth grade. Their research has characterized significant influences…

This study investigated parents' and teachers' expectations of Auditory-Verbal therapy and the child's language development. Data were collected by questionnaires that were distributed to parents and teachers at three early intervention centers. Twenty matching questionnaires were completed and returned. The results of this study showed that the…