Surface Forms and Grammatical Functions: Past Tense and Passive Participle Use by Children With Specific Language Impairment
- Imitation and Judgments of Children with Language Deficits. Schwartz, Tanis H.; Bryan, James H. // Exceptional Children;Oct1971, Vol. 38 Issue 2, p157
The article focuses on the result of the study on whether children with language deficits are prone to imitate the behavior of a model and whether the model's verbal behavior would result in attitudes in the children with disabilities. The results of the study revealed the significant effects of...
- Factor structure of the California verbal learning test in moderate and severe closed-head injury. Millis, Scott R. // Perceptual & Motor Skills;Feb95, Vol. 80 Issue 1, p219
Describes the factor analysis with principal components extraction and varimax rotation performed on 19 Californian Verbal Learning Test age-uncorrected scores from a sample of 75 moderate and severe closed-head-injured patients. Obtained 6-factor solution; Labeling of the factors; Correlations...
- Eye exams for a non-verbal child. Berman, Paul // Exceptional Parent;Sep97, Vol. 27 Issue 9, p50
Presents information on a question and answer segment pertaining to limited verbal skills. Details on the answer given; Information on visual acuity.
- Effects of pronounceability and articulatory suppression on phonological learning. Saito, Satoru // Perceptual & Motor Skills;Oct95, Vol. 81 Issue 2, p651
Studies the effects of pronounceability and articulatory suppression on learning for the phonology of new vocabulary. Method employed; Results; Discussion on the same.
- Stimulus modality and verbal learning after moderate to severe closed head injury. Eliason, Mark R. // Physical Therapy;Oct1996, Vol. 76 Issue 10, p1129
Evaluates the effects of stimulus modality on the verbal learning of subjects with traumatic brain injury. Low test score after auditory presentation than those after visual or combined presentation; Decrease in performance after presentation of an interference stimulus; Theories of recall...
- Getting the Word Out. Swigert, Nancy B. // ASHA Leader;2/4/2003, Vol. 8 Issue 2, p4
Focuses on the programs for children with reading, spelling and written language disorders offered by Reading Center in Lexington, Kentucky. Contract of the organization with a marketing firm; Development of cost-effective forms of advertising to attract employees; Provision of diagnostic...
- Bamford-Lahey Offers up to $10,000 for Child Language Doctoral Students. // ASHA Leader;2/4/2003, Vol. 8 Issue 2, p23
Focuses on the scholarships offered by Bamford-Lahey Children's Foundation for doctoral students specializing in children's language disorders in the U.S. Evaluation of the ability of applicants to complete the doctoral programs; Increase of knowledge on children's language disorders;...
- Not Just Another Summer Camp. Werner, Anita // ASHA Leader;2/4/2003, Vol. 8 Issue 2, p33
Focuses on the activities offered at Kamp Talkalot, a summer camp for the improvement of the pragmatic language intervention programs of children in Scottsdale, Arizona. Goal of the summer camp to improve the functional use of language; Assessment of the pragmatic language of children;...
- The Effect of Rate-Controlled Speech on the Auditory Receptive Scores of Children with Normal and Disordered Language Abilities. Blosser, Jean L.; Weidner, William E.; Dinero, Thomas // Journal of Special Education;Fall76, Vol. 10 Issue 3, p291
Presents a study which examined the influence of expanded speaking rate on the auditory comprehension of speech in children having language disorders. Review of related literature; Methods used; Results and discussion.