Gordon Elias

Language Delays, Reading Delays, and Learning Difficulties Interactive Elements Requiring Multidimensional Programming

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve childrens language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing childrens early language development enhances childrens later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with childrens development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

Developmental changes in the incidence and likelihood of simultaneous talk during the first two years: a question of function

Global tendencies for the relative absence of covocalization (simultaneous talk) have been identified in both conversations between adult partners and conversations between mothers and their infants; in each case, the alternating mode in which one partner speaks at a time is predominant. The present investigation examined the timing of the partners talk in mother-infant engagements over infant age to determine whether: (a) variations occur in the incidence of the alternating mode; and (b) variations occur in the extent to which the alternating mode predominates. Conversations involving a total of 48 mothers and their infants aged from 0;3 to 2;0 were investigated at each of eight infant ages (0;3, 0;6, 0;9, 1;0, 1;3, 1;6, 1;9 and 2;0). The results indicated that, within a global tendency for the relative absence of covocalization, there was: (a) a curvilinear tendency for the incidence of covocalization to decrease over the first 18 months, and then to increase; and (b) a linear tendency for the extent to which the alternating mode predominates to increase over age. These changes are interpreted as reflecting the facilitative effects of covocalization in the case of young preverbal infants, and the need for the alternating, turn-taking pattern to predominate as mutual comprehension becomes possible in conversations between mothers and their older infants.

Timing in mother-infant communications: a comment on Murray & Trevarthen (1986)

Murray & Trevarthen (1986) experimentally manipulated the behaviours of mothers and infants in an attempt to determine who is responsible for the fine temporal patterning during vocal engagements. In the present note it is argued that the measures of content and style of maternal talk used by Murray and Trevarthen do not directly indicate the ways in which the behaviours of the partners are combined on a moment-to-moment basis.