An application of the sign-significate relation to a language intervention program for languageless children.

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  • 言語記号末習得児における記号形式‐指示内容関係の形成

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Abstract

A systematic language intervention program which was developed based on the development of the sign-significate relation in language-delayed children was provided for five languageless children in order to investigate the effectiveness of the program. All five children acquired language following the same sequential order of the presumed development of the sign-significate relation. The sequential order was: 1) object manipulation, 2) sorting (matching method), 3) pointing (matching method), 4) gesticulate signs, and 5) speech (verbal language) . The relationship between verbal input and output (comprehension and production), the role of gesticulate signs in early symbolic development, and the appropriate types and combinations of therapy materials were discussed.<BR>Languageless children: language-delayed children who have not acquired receptive and expressive gesticulate signs and speech (verbal language) .

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