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The relationship between language comprehension and production was examined with two severely language-deficient retarded subjects who were taught the plural form /z/. Comprehension and production were trained concurrently with different words in each mode until correct plural use occurred in the untrained mode for each word. Subsequent training of reversed(More)
This retrospective pilot study investigated the course of pre-linguistic and linguistic communication development in children with Rett syndrome (RS) from birth to 24 months of age. Parents of 17 children with RS completed a questionnaire based on the Clinical Linguistic Auditory Milestone Scale. No child exceeded single word use and most children had begun(More)
This study examined the syntactic abilities of neurologically normal and suspect preterm children at preschool age to characterize their language skills and to assess specific differences between groups. The Index of Productive Syntax was used to score language transcripts. The children exhibited reduced syntactic performance, particularly in the use of(More)
Multiple aspects of speech and language performance of 29 four- to five-year-old preterm children (10 neurologically suspect) were assessed. Data were collected using a variety of measures including standardized tests and analysis of language samples. Each child's performance was compared with reference data on the various outcomes which yielded an over-all(More)
Summary scores for Developmental Sentence Scoring and the Index of Productive Syntax were obtained from the language samples of 29 preterm children at preschool age. A moderate correlation obtained between these two measures of syntactic complexity. Only Index of Productive Syntax scores distinguished the language abilities of 19 neurologically normal from(More)
In this longitudinal study, forty-three Canadian 10-year-olds, 20 born preterm without significant health problems and 23 born at term, were compared. Cognitive development was measured by the Wechsler Intelligence Scale for Children-III. Language development was measured by the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and language used in a(More)
11 normally developing children of 20 to 24 months of age were taught a nonsense word under informative and increasingly routine conditions. Modelling was the teaching procedure. There were significantly more spontaneous productions of the new word in the informative condition than in the most routine condition for most of the children. This was also true(More)
68 normal children were observed during play interaction with their mothers. Children's communicative acts were coded according to form and function, based on seven levels of communicative competence. Seven age groups, corresponding to the developmental predominance of each, were formed from birth to 30 mo. Each included equal numbers of girls and boys.(More)
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