Technical (e.g., the need for more audiologists) and educational (e.g., the need for personnel preparation) considerations are examined in terms of maximizing the use of residual hearing with hearing impaired students. Historical and current approaches to auditory training are discussed, as is the role of prosody in spoken language comprehension,…

Five receptive and five expressive considerations are presented which serve as guidelines for the selection of informal evaluation tasks. The resulting procedure provides descriptive data on a student's auditory processing skills and his/her ability to use language for various purposes. (Author/CL)

This article is a one-year review of available research and an appraisal of the Revised Peabody Picture Vocabulary Test (PPVT-R). This instrument consistently demonstrates adequate alternate form equivalence across samples and consistently evidences significantly lower standard scores than its earlier version and traditional cognitive tests…

The degree of correlation of the "concept" subtest of the Developmental Indicators of the Assessment of Learning (DIAL) with the Boehm Test of Basic Concepts (BTBC) was studied with 95 beginning kindergarten children. Both measures were highly correlated, indicating the evaluation of similar abilities. (Author/SEW)

Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

Receptive and expressive language skills were assessed in 13 British children (ages 4-14) with cri-du-chat syndrome. Results found a discrepancy between the children's chronological ages and their presumed language ages and a receptive-expressive discrepancy, with reduced expressive skills compared to receptive skills. Remediation that focuses on…

Analyzes the key components of the Precision Teaching technique: pinpointing (identifying learning channels and defining correct and incorrect responses), counting behavior in real time, and charting the pace of learning. Includes a case study describing the Precision Teaching of receptive object identification with a 3-year-old with autistic…

This review focuses on methods used to identify language impairment in 72 published research studies from 1983-88. Test data were most frequently used, and expressive and receptive language were routinely assessed. Research problems included the lack of clarity regarding the specific number and identity of tests used and use of incomplete tests.…

Replication of a study that showed that deaf 15- to 18-year- olds could accurately identify a significant number of isolated signs presented well out in peripheral vision found that 8- to 12-year-olds could also identify such signs, although results showed a significant effect of age on performance. (Author/CB)

This paper identifies characteristics of poor speechreaders, defines developmental dyspraxia in profoundly hearing-impaired children, and outlines the speechreading process. An active training method is described in which expressive and receptive skills are integrated, by having hearing-impaired people speechread their own speech via videotape…

Brainstem auditory evoked response latencies were studied in 80 males (13 with Down's syndrome). Latencies for waves P3 and P5 were shorter for Down's syndrome subjects, who also showed a different pattern of left versus right ear responses. Results suggest decreased lateralization and receptive and expressive language ability among people with…

Current thinking about language, learning, and literacy are discussed, focusing on such themes as: literacy as a part of language learning, understanding text and written language modes, the "metas" in language and cognition, and maintaining a clinical focus in classroom contexts and beyond. Four researcher-clinicians offer observations about…