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Peer reviewedRestrepo, Maria Adelaida; And Others – Journal of Communication Disorders, 1992
Administration of verbal and nonverbal measures to 20 normal language and 20 specifically language-impaired children (ages 4-5) indicated that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in subjects than a "low-normal"…
Descriptors: Cognitive Ability, Educational Diagnosis, Handicap Identification, Language Handicaps
Peer reviewedRamey, Craig T.; Gowen, Jean W. – Early Child Development and Care, 1984
Discusses results obtained from a longitudinal experiment in early education designed to prevent mild mental retardation in high-risk families. Indicates that risk frequently becomes manifest deficits by the second year of life but that systematic and intense early education can prevent that occurrence. (AS)
Descriptors: Academic Failure, Cognitive Development, Day Care, Disadvantaged
