The study describes the language acquisition of 20 young severely to profoundly hearing impaired children (3-5 years old). Ss were videotaped for 1 hour interacting individually with the investigator while using stimulus materials. Each of the four analysis methods (five stages of language acquisition by R. Brown, plan for language development…

To explore the effects of the use of sign language as an intervention technique to facilitate the development of expressive and receptive communication skills, manual sign language (Signing Exact English) was employed with 12 multihandicapped, language delayed and/or nonverbal Ss (18 to 36 months old). Sign language was studied both as a…

A study by Brown and Fraser (1963) shows that children tend to use telegraphic speech, employing content and omitting function words. This limitation involves the grammatical or semantic complexity of the sentences. Braine (1963) attempted to formulate productive rules for the initial stages in the acquisition of syntax by identifying two classes…

The purpose of this study was to describe the level of language maturity and the effect of a preschool language program on the language development of urban, Southern 4-year-olds. The 147 subjects (57 lower status blacks, 40 lower status whites, and 50 upper status whites) all participated in five-day per week prekindergarten programs. Dependent…

Results of ESEA/Title I programs designed to prepare educationally disadvantaged children for school in eight New York state school districts are contained in the 3-year report on a total population of 1,805 children. Standardized intelligence and readiness tests given at the beginning and end of prekindergarten were used to determine the…

This guide is a compilation of teaching and behavioral objectives for lessons and activities of the Peabody Language Development Kit--Level P (PLDK-P). An accompanying checklist for each lesson provides space to record responses and reinforcement given each child. The purpose of the guide is to provide means for teachers to evaluate the…

This guide is a compilation of teaching and behavioral objectives for lessons and activities of the Peabody Language Development Kit--Level P (PLDK-P). An accompanying checklist for each lesson provides space to record responses and reinforcement given each child. The purpose of the guide is to provide means for teachers to evaluate the…

This study chronicles the process in which a young child teaches herself to write the letters of the alphabet. (HOD)

This study examined the differential effects on a learning task of two different types of comprehension measures. (SB)

The study compared effects of toy play and computer activity on vocalization and social play in dyads consisting of a disabled preschooler and nondisabled peer. Computer activity was as effective or slightly more effective than toy play in stimulating vocalizations and social play. (Author/DB)

Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)

Meta-analysis was used to statistically integrate the findings of 30 studies of language intervention efficacy in mentally retarded preschool children. Results indicated that (1) intervention has positive, immediate gains for retarded children and that (2) significant neurological involvement may impede intervention success. (Author/DB)

Integration of language/communication objectives across the preschool day involves 6 steps: (1) determining language/communication objectives of students, (2) determining most appropriate model for integrating each language/communication objective, (3) determining settings for integration, (4) assigning staff responsibilities, (5) developing and…