Judith L. Page

Story Retelling as a Communicative Performance Screening Tool

This study investigated the use of a story retelling task as a mechanism for screening integrated communicative performance. Comparisons were made between story retelling performance and performanc...

Incidental Learning of Sight Words during Articulation Training.

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions w...

Ratings of Sign Translucency & Gloss Concreteness of Two Grammatical Classes of Signs

Three hundred eighty sign/glosses of two grammatical word classes were rated for sign translucency and were compared to referent ratings made earlier on concreteness. The ratings revealed that verbs were rated significantly more translucent than nouns but less concrete than nouns. In terms of differences in concreteness and translucency within sign/glosses, verbs tended to be rated similarly for both variables, while individual nouns were rated higher in concreteness. Analysis of the rating categories for nouns and verbs indicated that the lower the rated translucency level of nouns and verbs, the greater the probability of differences between translucency and concreteness ratings. For levels of concreteness, differences in ratings between concreteness and translucency were greater for high concrete and low concrete words than for words of intermediate concreteness. Implications for teaching of signing to language-impaired individuals are discussed.

Comprehension in Developmentally Delayed Children

The purpose of this study was to determine if developmentally delayed children demonstrate superior comprehension for restricted, syntactically incomplete as compared to reduced, syntactically comp...

Influence of Syntactical Complexity on Comprehension in Conceptually Delayed Children at Linguistic Stage I

Individuals concerned with developing comprehension and production of multi-word utterances in conceptually delayed children have sought to design variables believed to play a role in language learning. One such variable is level of linguistic input. The purpose of this study was to determine whether conceptually delayed children functioning at linguistic Stage I (Brown, 1973) exhibit differential levels of comprehension as a function of the linguistic complexity of the stimulus utterance. Conceptually delayed preschoolers at early and late State I were asked to respond to commands expressed in simple, complete adult forms and in incomplete, telegraphic child forms. Results indicated that late Stage I children were superior to early stage I children in comprehension of all forms. No significant differences as a function of complexity were noted for either group of children.

Incorporating Relational Vocabulary Teaching into Daily Classroom Activities

This article describes a six-step program designed to teach relational vocabulary in classroom settings. The goal of this program is to establish generative use of the relational vocabulary items targeted. Based on an earlier program by the second author, this program employs methods discussed in the literature for facilitating concept learning and generalization. These methods focus on the systematic modification of both example, presentation (including non-defining characteristics and situational distractions) and reponse prompting.