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Rice, Mabel L.; And Others – Journal of Speech and Hearing Research, 1992
Comparison of 2 methods of presenting novel words, either preceded by a pause or in normal prosody, on initial word comprehension of 20 5-year-old children with language impairments (and 2 control groups matched for either age or mean length of utterance) found no effect for presentation method. (Author/DB)
Descriptors: Incidental Learning, Language Acquisition, Language Handicaps, Listening Comprehension

Oetting, Janna B.; And Others – Journal of Speech and Hearing Research, 1995
This study examined Quick Incidental Learning (QUIL) of novel vocabulary by 88 primary school-age children with and without specific language impairment (SLI). Among normally developing children, results documented a robust ability to learn words in the early school years. Children with SLI demonstrated significantly less word-learning ability…
Descriptors: Context Clues, Developmental Stages, Incidental Learning, Language Acquisition

Rice, Mabel L.; And Others – Journal of Speech and Hearing Research, 1994
This study compared factors contributing to Quick Incidental Learning of new vocabulary by 50 5-year olds with specific language impairment (SLI) and 2 comparison groups. Although SLI children exhibited a robust representational mapping ability, performance was modulated by a minimum input constraint and apparent problems with storage into…
Descriptors: Cognitive Processes, Comprehension, Incidental Learning, Language Acquisition

Warren, Steven F. – Journal of Early Intervention, 1992
Five children (27 to 47 months old) with mild to borderline levels of mental retardation were given a milieu language intervention program of 3 or 4 small group training sessions weekly. Results indicated the training had a clear facilitative effect on the acquisition and generalized use of common nouns and verbs by four of the subjects.…
Descriptors: Early Intervention, Educational Environment, Generalization, Incidental Learning