Citations with the tag: INTERPERSONAL communication in children

Results 1 - 50

  • Dyslexia.
    Yule, William // BMJ: British Medical Journal (International Edition); 8/20/88-8/27/88, Vol. 297 Issue 6647, p501 

    Examines the factors affecting the learning difficulties of children. Diagnosis of dyslexia; Importance of longitudinal and intervention strategies in adducting causal link between cognitive deficits and reading problems; Psychometric assessment of intelligence, reading and spelling.

    Cohen, Judith Levy // Curriculum Administrator; Oct2000, Vol. 36 Issue 9, p86 

    Discusses the importance of teaching symbolic language to help children communicate. Important information communicated through symbol systems; Development of knowledge with meaning; Means for demystifying symbols; Rules of communication.

  • listen up!
    Miles, Karen // Parenting; Sep2002, Vol. 16 Issue 7, p126 

    Recommends an age-by-age guide to nurturing the communication skills of children. Age wherein a child is introduced to the art of conversation; Attention span of children; Establishment of parent-child communication during preschool years; Ways to nurture a child's listening skills.

  • Building Language Through Songs.
    Church, Ellen Booth // Early Childhood Today; Jan2001, Vol. 15 Issue 4, p50 

    Focuses on building language in children through songs. Mixing happy songs with lively beat; Introducing a song; Making language visual.

  • Concurrent and predictive validity of an early language...
    Klee, Thomas; Carson, David K.; Gavin, William J.; Hall, Lisa; Kent, Amy; Reece, Shaily // Journal of Speech, Language & Hearing Research; Jun1998, Vol. 41 Issue 3, p627 

    Presents a study that investigated the efficacy of screening two-year-old children for language delay using a parent-report questionnaire. Results of the screening program; Language sampling procedure; Research implications of the screening program.

  • The Pragmatic Skills of Profoundly Deaf Children.
    Jeanes, R. C.; Nienhuys, T. G. W. M.; Rickards, F. W. // Journal of Deaf Studies & Deaf Education; Summer2000, Vol. 5 Issue 3, p237 

    Investigates the ability of deaf children to employ pragmatic skills required for effective face-to-face interaction. Listeners' ability to request clarification; Strategies used by speakers at times of communication breakdown.

  • Language & listening.
    Jeanes, R. C.; Nienhuys, T. G. W. M.; Rickards, F. W. // Australia's Parents; Oct/Nov97 Supplement First Steps, Issue 101, p14 

    Discusses the importance of encouraging children to talk. How children learn to talk; Ways to encourage a child's language to develop.

  • Of Many Things.
    Martin, James // America; 9/23/2002, Vol. 187 Issue 8, p2 

    Ponders on the reasons why people find their children's comments as humorous or amusing. Topics of conversation with children; Skills of children in communicating with other people.

  • Let's Talk.
    Martin, James // Current Science; 11/5/99 Supplement, Vol. 85 Issue 5, p4 

    Offers advice for children on how to talk to parents or other adults.

  • Conversation Starters.
    Martin, James // Parenting; Feb99, Vol. 13 Issue 1, p151 

    Provides answer on whether a child's pointing to things is her or his way of carrying on a conversation. Suggestion for boosting a child's language skills.

  • Influence of communicative competence on peer preferences in a preschool classroom.
    Gertner, Bethany L.; Rice, Mabel L. // Journal of Speech & Hearing Research; Aug94, Vol. 37 Issue 4, p913 

    Studies the role of linguistic competence in establishing peer acceptance of children. Comparison of children with normal skills, language impairments and non-English mother tongues; Peer popularity of normally developing children.

  • Phases in the Child's Development of Language.
    Locke, John L. // American Scientist; Sep/Oct94, Vol. 82 Issue 5, p436 

    Focuses on the language development of infants. Function of nonverbal complex of cues; Role of maternal attachment in the development of language; Discussion on the onset of babbling.

  • Language Lessons.
    Weber, Linda // Baby Talk; May98, Vol. 63 Issue 4, p34 

    Discusses the physiology behind the language development of children. Significant role of parents and caregivers; Ways parents can foster their babies' language development; Factors that influence development of language skills. INSET: How and When Babies Learn to Talk.

  • Talk Like a Tween.
    Weber, Linda // Parenting School Years; Jun2012, Vol. 26 Issue 5, p36 

    A definition of the term "screepy," which combines scary and creepy, is presented

  • Testing the mother-daughter bond.
    Ellison, Shiela // Parenting; May99, Vol. 13 Issue 4, p171 

    Offers advice to mothers on how to encourage communication with their 8-12 year old daughters. Sharing stories from youth; Doing things together; Admitting mistakes; Reading between the lines.

  • Straight Talk on Strangers.
    Beam, Cris // Parenting; Sep2000, Vol. 14 Issue 7, p209 

    Presents tips on how parents can teach their children about speaking to strangers. What parents should teach children about responding to strangers; How to help a shy child feel more comfortable toward strangers; What children need to know about strangers.

  • Teachable moments.
    Hopkins, Cynthia // Mothering; Jan/Feb2000, Issue 98, p36 

    Relates a lesson learned by the author about communicating with one's child. INSET: Speak softly and they'll listen.

  • New Level 3 proves itself.
    Faux, Karen // Nursery World; 11/12/2012, Vol. 112 Issue 4307, p35 

    The article discusses how a new qualification, a Level 3 Award, is buttressing children's speech and language development in Great Britain.

  • First Words.
    Whitehouse, Beth // Parenting; Sep99, Vol. 13 Issue 7, p148 

    Discusses how parents can be of help to their children in learning how to speak. Meaning of children's cry; Nonverbal languages of children; How children absorb adult languages; Best ways to continue exposing a child to language. INSETS: Late Talkers: When to Get Help;How Babies Become Utter-Wise.

  • LD, interpersonal understanding, and social behavior in the classroom.
    Kravetz, Shlomo; Faust, Miriam; Lipshitz, Shahar; Shalhav, Shlomo // Journal of Learning Disabilities; May/Jun99, Vol. 32 Issue 3, p248 

    Investigates the extent to which interpersonal understanding mediates the relation between learning disabilities and social adaptation in school children. Measures of interpersonal understanding; Relationship of learning disabilities with social behavior difficulties; Association of impaired...

    McCluskey, Ken W.; Niemi, R. Ronald; Albas, Daniel C. // Journal of Special Education; Winter78, Vol. 12 Issue 4 

    Determines the differential sensitivity of different groups of Mexican child listeners to the emotional content of vocal expressions recorded by either normal or disturbed child speaker. Role of the tone of voice in the communication of emotion; Types of speech channels; Conditions for the...

  • Communication and language intervention: Why a constructivist approach is insufficient.
    Warren, Steven F.; Yoder, Paul J. // Journal of Special Education; Fall94, Vol. 28 Issue 3, p248 

    Presents the basis for a broad-based cross-paradigmatic approach to language intervention. Historical context for considering the present state of practice and research; Strengths and limitations of language intervention approaches; Challenges facing the language intervention field.

  • Childhood precursors of adolescent drug use: A longitudinal analysis.
    Brook, Judith S.; Whiteman, Martin // Genetic, Social & General Psychology Monographs; May92, Vol. 118 Issue 2, p195 

    Examines childhood and adolescent intrapersonal and interpersonal influences on older adolescents' drug use. Two pathways by which childhood aggression may affect adolescent drug use; Direct effect of parental sociopathy on later drug use.

  • Teaching Conversational Skills to Children with Autism: Effect on the Development of a Theory of Mind.
    Hsiao Yun Chin, James A.; Barnard-Opitz, Vera // Journal of Autism & Developmental Disorders; Dec2000, Vol. 30 Issue 6, p569 

    This research examined whether children with autism could be trained to improve their conversational skills and whether this led to changes in standard tests of theory of mind (ToM). Three high-functioning children with autism participated in a multiple baseline across participants design. The...

  • Back to school: Improve Your Child's Vocabulary.
    Hsiao Yun Chin, James A.; Barnard-Opitz, Vera // Chicago Citizen - South End Edition; 8/29/2012, Vol. 45 Issue 30, p14 

    The article offers tips for parents on how to help expand and improve their children's vocabulary.

  • `No shoes; They walked away?': Effects of enhancements on learning and using blissymbols by...
    Raghavendra, Parimala; Fristoe, Macalyne // Journal of Speech & Hearing Research; Feb95, Vol. 38 Issue 1, p174 

    Investigates the effects of enhancements on the learning, retention, transfer to the unlearned form and use of Blissymbols in normal 3-year-old children. Introduction of symbols with short explanations; Learning of standard Blissymbols (SBS) and symbols in the enhanced form (EBS).

  • Look Who's Talking!
    Bell, Alison // Parenting; Aug2001, Vol. 15 Issue 6, p144 

    Presents information on the language development of babies aged one to two years. Words that one year olds could understand; Estimated number of words babies aged eighteen months could comprehend; Increase in the vocabulary between eighteen months to two years.

  • Conversation Boosters.
    Bell, Alison // Parenting; Dec/Jan2003, Vol. 16 Issue 10, p176 

    Presents ways to nurture the speaking skills of a child.

  • Digital isolation.
    TOMEO, TERESA // Our Sunday Visitor; 10/30/2011, Vol. 100 Issue 27, p17 

    The author reflects on the impact of technology, gadgets, and social media on interpersonal communication among the youth and between parents and their children.

    TOMEO, TERESA // Scholastic News -- Edition 4; 1/2/2012, Vol. 74 Issue 12, p7 

    The article encourages readers to write a paragraph explaining how to tell a student that her adventure story written for class is poorly written.

  • my family.
    Stewart, Rowan // Woman's Day (Australia Edition); 8/23/2004, Vol. 56 Issue 34, p81 

    Features several stories of families in Australia. Terms used by babies to communicate; Experience of a child with a mouse in the cupboard; Visit of a sick teenage son to the doctor.

  • Whisper Phone.
    Whittle, Jane // Primary Geography; Summer2012, Issue 78, p33 

    A product review is presented for the Whisper Phone, which is meant to help children develop confidence that will allow them to speak out loud in he classroom.

    Bullowa, Margaret; Jones, Lawrence G.; Duckert, Audrey R. // Language & Speech; Apr-Jun64, Vol. 7 Issue 2, p107 

    Presents a longitudinal study of normal first language acquisition. Assessment of infant vocalization; Imitation of the word by the child from the mother; Use of words.

    Stemmer, Nathan // Language & Speech; Jul-Sep73, Vol. 16 Issue 3, p279 

    Shows that first language acquisition is indeed essentially based on a process which is, if not identical, at least very similar to classical conditioning. Acquisition of comprehension of a young child based on exposure to pairing situations in which a verbal stimulus S is paired with some other...

  • Technological Innovations and Intervention Practices for Children With Cochlear Implants.
    Ertmer, David J. // Language, Speech & Hearing Services in Schools; Jul2002, Vol. 33 Issue 3, p218 

    Examines the clinical intervention practices to determine optimal ways to facilitate spoken language development in children who have multichannel cochlear implants. Advances in cochlear implant designs; Place of technology in a comprehensive program for children with cochlear implants; Need to...

  • Big plans for small talk.
    Attenborough, Liz // Literacy Today; Sep2004, Issue 40, p7 

    Discusses developments in the National Literacy Trust's Talk To Your Baby campaign. Importance of early language development; Creation of a forum to facilitate national debate on the issue of children's early communication skills; Role of parents as child's first educators.

  • The Behaviors of Parents of Children with Autism Predict the Subsequent Development of Their Children's Communication.
    Siller, Michael; Sigman, Marian // Journal of Autism & Developmental Disorders; Apr2002, Vol. 32 Issue 2, p77 

    The present study focused on behaviors that caregivers of children with autism show during play interactions, particularly the extent to which the caregiver's behavior is synchronized with the child's focus of attention and ongoing activity. The study had two major findings. First, caregivers of...

  • Don't teach baby to talk.
    Pomice, Eva // Redbook; Apr95, Vol. 184 Issue 6, p181 

    Highlights the theories of linguist Noam Chomsky and professor Steven Pinker regarding the language acquisition of children. Talking to children; Children's own pace in language acquisition.

  • Talk to me baby.
    Le Tourneau, Rebecca // Australian Parents; Dec2006/Jan2007, p91 

    The article focuses language development in children. It is said that if a baby is not licking her lips, giving proper kisses and make-believing that a potato is a doll by 21 months, she may not learn language as quickly as she should according to a research. The author says that she has a...

  • Studying Language Learners' Cognition: Perspectives in L2 Teaching.
    Akbarov, Azamat // Sociology Study; Nov2011, Vol. 1 Issue 6, p460 

    This paper investigates one aspect of the processing perspective in L2 (the second language) learning: the processing of new words. The article does not try to offer a comprehensive overview of language acquisition mechanisms, but rather it intends to review more narrowly how our conceptual...

  • The Role of the Input in the Acquisition of Third Person Singular Verbs in English.
    Theakston, Anna L.; Lieven, Elena V. M.; Tomasello, Michael // Journal of Speech, Language & Hearing Research; Aug2003, Vol. 46 Issue 4, p863 

    During the early stages of language acquisition, children pass through a stage of development when they produce both finite and nonfinite verb forms in finite contexts (e.g., "it go there," "it goes there"). Theorists who assume that children operate with an abstract understanding of tense and...

  • English-Speaking Children's Comprehension of Relative Clauses: Evidence for General-Cognitive and Language-Specific Constraints on Development.
    Kidd, Evan; Bavin, Edith L. // Journal of Psycholinguistic Research; Nov2002, Vol. 31 Issue 6, p599 

    Children must possess some ability to process input in a meaningful manner to acquire language. The present study reports on data from an experiment investigating 3- to 5-year-old English-speaking children's understanding of restrictive relative clauses manipulated for embeddedness and focus....

    Weber, Jack L.; Weber, Susan E. // Language & Speech; Jul-Sep76, Vol. 19 Issue 3, p276 

    The article focuses on early acquisition of linguistic designations for time. Time-related verbalizations of a three-year-old child were analysed in order to gain in sight into how children develop linguistic forms to designate time. The study went beyond mere descriptions of the time...

  • Practice Makes Perfect: The Incompatibility of Practicing Speech and Meaningful Communication.
    Kamhi, Alan G. // Language, Speech & Hearing Services in Schools; Apr2000, Vol. 31 Issue 2, p182 

    Explores whether there is a possibility that children may view speech-language therapy situation as one in which new sounds and language forms are learned and practiced. Incompatibility of the primary focus of therapy with effective communication; Focus and purpose of non-therapy speaking...

  • Does It Matter What Your Client Thinks? The Role of Theory in Intervention: Response to Kamhi.
    Hewitt, Lynne E. // Language, Speech & Hearing Services in Schools; Apr2000, Vol. 31 Issue 2, p186 

    Comments on a case study of a child with a phonological impairment which examined the possibility of children viewing the speech-language therapy situation as one in which new sounds and language forms are learned and practiced. Clinical impact of discrepant views among therapy participants;...

  • Measures of language outcomes using the Aboriginal Children's Survey.
    Findlay, Leanne C.; Kohen, Dafna E. // Health Reports; Jan2013, Vol. 24 Issue 1, p10 

    Background Speech and language skills are an important developmental milestone for all children, and one of the most prevalent forms of developmental delay among Aboriginal children. However, population-based indicators of Aboriginal children's language outcomes are limited. Data and methods...

  • Learning First Words.
    Findlay, Leanne C.; Kohen, Dafna E. // Scholastic Parent & Child; Jun-Aug2005, Vol. 12 Issue 6, p68 

    The article presents a study done at the University of Reading, England, which suggests that babies can learn new words not related to their daily routines. Parents of 9-month-olds were given books and picture cards and then used them to play simple sorting games. Three months later, each child...

  • A Second Soul: Exploring Contexts of Language Acquisition and Personality.
    Combs, Aaron K. // Journal of the Utah Academy of Sciences, Arts & Letters; 2011, Vol. 88, p486 

    The effect of language on personality merits consideration. Studies involving language and personality focus primarily on personality traits that affect language acquisition. In this a paper, I present research on bilingual personalities, especially on the ways in which language serves as a...

  • Babies, Tods, & Twos.
    Honig, Alice Sterling // Scholastic Parent & Child; Oct/Nov2000, Vol. 8 Issue 2, p31 

    Discusses the development of the language and communication skills of babies and toddlers. Babies' first vocalizations; Stage when babies produce consonants; First sentences learned; Articulation; Ways of boosting language learning.

  • Threes & Fours.
    Miller, Susan A. // Scholastic Parent & Child; Oct/Nov2000, Vol. 8 Issue 2, p34 

    Discusses the development of the language and communication skills of children ages three to four. Children's development of a sense of ownership of things; Ways of teaching children the concept of sharing; Limitations of sharing.

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