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At least 793 records · Page 44Linked to original sources
PubMed1982

Deaf children's speaking, writing, and comprehension of sentences.

Sentence tests of speaking, writing, and comprehension were given to 10M and 10F prelingually deaf Ss (mm HTLs: 91 db, mn age: 12.9 yrs). The hypothesis was confirmed that the older deaf population of school children still has difficulty in writing syntactically correct sentences that they can say. This phenomenon was related to the severity of hearing loss. Performance was similar to that of 14 normal-hearing Ss aged 6.1-8.7 yrs. An explanation of the phenomenon in terms of linguistic awareness and Bochner's (1978) linear-sequential hypothesis was advanced. The implications of the phenomenon were discussed for integrating the teaching of speaking, reading, and writing in the classroom.

Adolescent↗
PubMed1982

Use of the Token Test for Children to identify language deficits in preschool age children.

The Token Test for Children (TT) was administered to 97 children aged 3-6 yrs enrolled in pre-school programs, together with the Memphis Comprehensive Developmental Scale (MCDS). The 2 tests covaried closely, particularly in the MCDS "Language" and "Cognitive" subtests. Of the 97 Ss, teachers identified 31 as having "special needs". The TT identified such children better than the best of the MCDS subtests ("Language"), but the teachers did poorly in identifying children shown to have language difficulties. In addition to its economical use as a language screening device, the TT might well become part of a standard pre-school admission test battery.

Child, Preschool↗
PubMed1981

Predictive value of early testing of auditory localization for language development.

This pilot study attempted to determine whether atypical localization to voice during the first year of life could be predictive of later delayed language development. 22 children who had been tested at six to nine months of age and found to have normal hearing were retrospectively divided into "atypical' and 'normal' groups. They were then evaluated for language development at four years of age. The atypical group had significantly lower scores on two of the four measures of language competence, but the results must be interpreted with caution because of the small number of children in the study.

Auditory Perception↗
PubMed1980

[Long-term effects of speech training with a mentally handicapped girl (author's transl)].

After an intensive training in regular verbs used in different contexts of fifteen-year-old mentally and speech retarded girl was able to produce creative sentences such as "Yesterday I made the bed". Before the training she only used sentences without conjugating the verbs, e.g., "Yesterday make bed". Upon re-examination three years after completion of the training the effects of the treatment were still evident. Also, when describing pictures, re-telling something or freely relating the girl used regular verb forms as often correctly as she did in the training sentences, both immediately after the training and three years later. The same appplies to irregular verbs despite the fact they were not included in the training programme.

Adolescent↗
PubMed1980

Manual communication and mental retardation: a review of research and implications.

The use of manual communication systems with individuals classified as mentally retarded is increasing; the extent to which that therapy is guided by systematic practices and principles was investigated. An analysis of the research literature suggested that a variety of sign systems have been used with retarded individuals of varying ages. The application or success or failure of that therapy does not seem to be determined by a particular treatment model and/or set of guidelines. Implications for development of language-training programs were discussed.

Adolescent↗
PubMed1994

Adult interaction style effects on the language sampling and transcription process with children who have development disabilities.

A determination was made of whether an empirically derived interaction style improves the usefulness of the language sampling and transcription in 17 children with developmental disabilities in Brown's (1973) Stages I and II. Whether the interaction style affected the diversity and complexity of the language the children produced during the samples was also examined. All subjects experienced two 20-minute interaction sessions that differed according to whether topic-continuing wh-questions were used. Results indicated that, regardless of order of exposure to the styles, children talked more often and produced proportionally more transcribable utterances. In addition, they produced a larger sample of productive vocabulary in the style using topic-continuing wh-questions. There were no style effects on vocabulary diversity or length of utterance. The importance of using interaction styles that maximize the information available from language samples of young children with disabilities was discussed.

Adult↗
PubMed1994

Evaluation of an intervention program: relation between children's phonology and parents' communicative behavior.

Parents of 9 preschoolers with Down syndrome participated in a training program focusing on phonological skills. Three of the children were producing multiword utterances, but their speech was characterized by jargon and/or inconsistent errors. The remaining 6 children had very few spoken words or were mute; some relied on a Makaton sign vocabulary. Parents attended twelve 3-hour training sessions. Videotapes of parent-child interactions (made before, during, and after the program) were analyzed for number and type of children's phonological errors and rating of parents' therapeutic skills. Results showed that measures of the children's phonological abilities were correlated with their parents' interactional communication skills.

Child↗