Do Children and Adults With Language Impairment Recognize Prosodic Cues?
- The Use of Language Samples in a Clinical Setting. Tyack, Dorothy // Journal of Learning Disabilities;Apr1973, Vol. 6 Issue 4, p213
This paper presents a method for collecting and analyzing language samples from children with language problems. Data from the samples can be used clinically in three ways: as part of a diagnostic evaluation; as a basis for specific remedial language programs; and as measures of progress...
- Do Children with Autism have a Theory of Mind? A Non-verbal Test of Autism vs. Specific Language Impairment. Colle, Livia; Baron-Cohen, Simon; Hill, Jacqueline // Journal of Autism & Developmental Disorders;Apr2007, Vol. 37 Issue 4, p716
Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with...
- The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. Harris, Michael D.; Reichle, Joe // American Journal of Speech-Language Pathology;May2004, Vol. 13 Issue 2, p155
Over the past decade, aided language stimulation has emerged as a strategy to promote both symbol comprehension and symbol production among individuals who use graphic mode communication systems. During aided language stimulation, an interventionist points to a graphic symbol while...
- Concurrent and Construct Validity of the Singerland Screening Tests for Children with Specific Language Disability. Meade, Linda S.; Nelson, Rosemery O.; Clark, Robert P. // Journal of Learning Disabilities;Jun/Jul1981, Vol. 14 Issue 6
Examines the concurrent and construct validity of the Slingerland Screening Tests (SST) for Children with Specific Language Disability in the assessment of learning disabilities. Negative correlation of SST errors with intelligence quotient scores; Determination whether high-risk children score...
- Children with Language Disorders: Natural History and Academic Success. Bashir, Anthony S.; Scavuzzo, Annebelle // Journal of Learning Disabilities;Jan1992, Vol. 25 Issue 1
Discusses issues related to the continuous academic vulnerability of children with language disorders during school years. Functions and aspects of language integrated within the classroom setting; Factors associated with childhood language disorders.
- Perceptual-Motor Aspects of Learning Disabilities. Kephart, Newell C. // Exceptional Children;Dec1964, Vol. 31 Issue 4, p201
This paper stresses the importance of perceptual-motor orientation in the child as a foundation for the symbolic and conceptual activities of the classroom. Consistent and efficient motor patterns permit the child to explore his environment and systematize his relationship to it. Perceptual data...
- A Hierarchy of Educational Tasks For Children With Learning Disorders. Hewett, Frank M. // Exceptional Children;Dec1964, Vol. 31 Issue 4, p207
This article presents the concept of a hierarchy of educational task levels for the children with learning disorders. An attempt is made to formulate a set of working hypotheses which would enable educators to outline realistic goals for this type of child. The theoretical framework is an...
- Epilogue. Field, Sharon; Price, Lynda; Patton, James R. // Remedial & Special Education;Nov/Dec2003, Vol. 24 Issue 6, p380
Presents views on issues concerning adults with learning disabilities. Basic facts about learning disabilities; Inclusion of persons with disabilities in the society; Importance of promoting community inclusion and reducing stigma for persons with disabilities.
- In the Field. Grossman, Ronald P. // Journal of Learning Disabilities;Oct80, Vol. 13 Issue 8
Features articles in the field of learning disabilities as of October 1980. Relationship between preschool language disorders and school performance; Relaxation exercises for reading anxieties; Difference between dyslexics and other poor readers; Measures of learning disabled student's progress.