Preschool Language Intervention in the Classroom: Rationale and Organizational Structure

1992 ◽  
pp. 3-42
Author(s):  
Diane Paul-Brown
Keyword(s):  
Organizational Structure ◽  
Language Intervention ◽  
Preschool Language

Preschool language intervention: a follow-up study

1988 ◽  
Vol 14 (2) ◽  
pp. 127-146 ◽  
Author(s):  
SHELAGH URWIN ◽  
JOHN COOK ◽  
KAREN KELLY
Keyword(s):  
Language Intervention ◽  
Follow Up Study ◽  
Preschool Language

Defining language delay in young children by cognitive referencing: Are we saying more than we know?

1990 ◽  
Vol 11 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Kevin N. Cole ◽  
Philip S. Dale ◽  
Paulette E. Mills
Keyword(s):  
Young Children ◽  
Cognitive Skills ◽  
Language Skills ◽  
Language Intervention ◽  
Assessment Instrument ◽  
Language Delay ◽  
Specific Language ◽  
Language Level ◽  
Preschool Language ◽  
Hypothesis Model

ABSTRACTOne current definition of language delay, on the basis of the Cognitive Hypothesis model, assumes that children who have similar levels of language and cognitive development are unlikely to gain from specific language intervention. Children who have cognitive skills developed to a greater degree than their language skills, in contrast, are identified as appropriate candidates for specific language facilitation. In order to examine this premise, the present study compares the effects of language intervention over a 1-year period for two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. Eighteen subjects (13 boys, 5 girls, mean age 4;11) had cognitive skills developed above their language level, and 32 subjects (20 boys, 12 girls, mean age 5;3) had similar delays in language and cognition. Evaluation measures were Peabody Picture Vocabulary Test-Revised (PPVT-R), MLU, Preschool Language Assessment Instrument, and Basic Language Concepts Test (BLCT). Of the four measures, only the BLCT resulted in significant gain differences favoring the students with higher cognitive than language skills. PPVT-R standard scores indicated that both groups made gains at a faster rate during intervention than prior to intervention. Clinical implications of the results are discussed.

Preschool language intervention

1985 ◽  
Vol 5 (2) ◽  
pp. 46-57 ◽  
Author(s):  
Sandy Friel-Patti ◽  
Janice Lougeay-Mottinger
Keyword(s):  
Language Intervention ◽  
Preschool Language

Language Disorders in the Preschool Years

1994 ◽  
Vol 3 (3) ◽  
pp. 24-26 ◽  
Author(s):  
Laurence B. Leonard
Keyword(s):  
Autobiographical Memory ◽  
Research Methods ◽  
Early Identification ◽  
Language Disorders ◽  
Language Intervention ◽  
First Year ◽  
Preschool Language ◽  
Language Problems ◽  
First Year Of Life

To sum up, developments in the area of preschool language disorders will center on both early identification and intervention. Current research methods that examine infants’ ability to process language might be refined to the point where they can serve as a means of identifying likely language problems in infants in the first year of life. Future language intervention activities might well benefit from research focusing on the prosodic contours of the young child’s language input, the relationships that hold among subunits of the grammar, and the role of autobiographical memory in children’s developing knowledge about themselves.

Adapting a matrix organizational structure to the College of Dentistry at the University of Kentucky

1989 ◽  
Vol 53 (4) ◽  
pp. 246-252
Author(s):  
DA Nash ◽  
EP Hicks ◽  
HR Laswell ◽  
GP Lewis ◽  
TT Lillich ◽  
...  
Keyword(s):  
Organizational Structure ◽  
University Of Kentucky ◽  
The University

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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