In this study we characterized profiles of communicative functions and forms of children with autism and intellectual disability (n = 26), as compared to typically developing children (n = 26) with a comparable nonverbal mental age (2-5 years). Videotapes of the Communication and Symbolic Behavior Scales--Developmental Profile were analyzed using…

Composition researchers and teachers grant that the relationship of non-verbal thinking and language plays a crucial role in the writing of fiction and poetry, but they are sometimes reluctant to perceive that non-verbal thinking must, necessarily, be crucial, with different emphases, in the thinking/writing processes of rhetoric. Activities and…

As children begin to grasp the basic functions of literacy, they become engaged in meaning-making that alternates between and/or combines oral language, written and printed symbols, drawings, and other formats. This article examines the benefits to children of an integrated approach to literacy, highlighting the Reggio Emilia approach, and offers…

The frequency theory of verbal discrimination learning makes no distinction between silent and spoken rehearsal. Further, the frequency theory predicts that the study-test method of list presentation is superior to the anticipation method. College students, performing under silent and spoken rehearsal conditions, learned 16 low-frequency…