The article discusses several linguistic and nonlinguistic teaching strategies to foster language acquisition and increase spontaneous language in preschool children with language delays. Techniques include having the child complete unfinished sentences and intentionally violating an expected routine to elicit the child's language. (DB)

The nature of word-finding deficits among children with learning disabilities is analyzed; research on the relationship between word-finding ability and reading is reviewed; and classroom implications regarding teacher language, student verbal fluency and flexibility, and student social perception are noted. (CL)

Research in language and communication deficits is briefly cited, and three guidelines for choosing and implementing communication therapies for the learning disabled student are described. (JW)

A review of communication models and research reveals four areas of communications skill: listening, empathy, non-verbal communication, and expressive abilities. Models of listening behavior suggest that, rather than being a passive activity, listening involves sorting stimuli and encoding messages, analyzing listener needs, and assessing speaker…

The manual teaches SignFont, a written form of sign language. Following a brief introduction, the first of three major sections describes the SignFont alphabet, structured according to the parts of every sign that is written (handshape, action area, location, movement). The second section discusses in greater detail how the SignFont characters are…

Differences and similarities between oral and written communication as applied to writing instruction are discussed with examples of divergent oral and written styles among speakers of nonstandard dialects, code switching between speech and writing, convergence and divergence in the development of writing skills, and the role of talking in writing…

The effects of expressive modeling experiences on the observational learning of generative language by children with severe mental retardation was investigated. All six children (aged six-nine) demonstrated observational learning of responses modeled by their peers. Organizing the modeling experiences according to matrix-training principles…

"Specific Learning Disability" is by far the largest category of conditions served in special education. Unfortunately, few parents (and educators) really understand what learning disabilities are. Many erroneously believe it is a "politically correct" term for "mildly mentally retarded" or "dull normal." Further, while most laypeople have heard…

Noting that too many children leave elementary school without developing the ability to use words imaginatively, this paper presents a teaching approach that uses literature to foster invention in children's writing. The approach described is part of a total composition program that structures writing experiences in which children observe…

Ways in which creative dialogue fosters the development of creativity through expressive language and motor movements are described. Procedures are outlined for generating creative dialogue with children ages 3-5 through the observation component (observing, interviewing, transcribing), and with children ages 6-8 through the language development…

This article discusses the use of sign language to facilitate language development of children with developmental disabilities mainstreamed into the early childhood setting. It discusses the benefits of using sign language, presents a rationale for its use, and provides instructional guidelines and resources. (JDD)

A study to develop a methodology for discovering how one important notion or semantic category, "frequency of occurrence," is expressed in words, phrases, or other linguistic devices in academic English began with a search for devices expressing that notion, by analyzing text from a news magazine, a New Zealand geography textbook, and a…

The handbook, intended for use as a guide for special education teachers, presents an overview of language arts and communication skills. Instructional considerations and teaching ideas (objectives and activities) are presented for three major types of skills: (1) receptive language arts (listening skills, reading, phonics, sight vocabulary,…

Games which help hearing-impaired students develop language skills include the barrier game (students help others to arrange items in the same order as theirs); hiding game (students determine objects' hiding places by asking questions); describing game (students describe objects as others draw them); and telephone game (a message is passed…

This digest discusses expressive writing and the expressive mode, which is seen as a recurring stage in a writer's process of writing. The digest suggests that by structuring expressive writing activities and correlating them with particular stages of the writing process, a teacher can draw the natural linguistic activity out of a student. The…