Children with speci c language impairment (SLI) may have inef cient memory or memory management for auditory and visual representation systems. This study sought to determine if strategy training would create any residual enhancement of these memory management systems. Data revealed that immediately following intervention, elementary students taught to use a rehearsal strategy and those taught to use a rehearsal = visualization strategy made signi cant gains over a traditional language therapy group on a standardized test of following directions. However, only the rehearsal = visualization group retained its gains over the traditional group eight months after the intervention. These ndings support the long-term ef cacy of systematic training via rehearsal = visualization to increase the ability of children with SLI to follow verbal directions.
This investigation determined the effects of a treatment programme, The Expression Connection (1991), on the language organization of a firstgrade male child with Pervasive Developmental Disorder (PDD). The methodology consisted of teaching the child story grammar components and the associated syntax requisite of their use. Treatment was conducted twice a week for 12 weeks. Results revealed a significant improvement in the complexity of the child's oral stories. Results with relation to the role of language organization in production of oral narratives and the efficacy of this programme with children with PDD were discussed in comparison to children with specific language impairment.
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