ERIC Number: ED314910
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
EXCELL: Experiences in Context for Early Language Learning.
Raack, Catherine B.
This program focuses on therapeutic principles and methods for prelinguistic and early language learning, with the goals of increased cognitive functions and sensory awareness/interaction, expanded communicative repertoires, and increased caregiver interaction with the child through appropriate stimuli and assignment of communicative intent. The information presented is applicable to children who are developmentally delayed, sensory impaired, physically handicapped, severely learning disabled, mentally handicapped, neurologically impaired, orthopedically involved, autistic, neuralmuscular disordered, or environmentally deprived, in addition to infants and toddlers at risk and those with head trauma. Following an introductory chapter, chapters 2 and 3 discuss principles of early language learning and therapeutic intervention in prelinguistic children and the theoretical constructs of the language group paradigm. Chapter 4 provides examples for implementing the approximately 70 language group experiences presented in the rest of the book. These exercises include simple line drawing illustrations, sensory experiences, participatory activities, symbolic representations, and songs set to well-known tunes to foster familiarity with such language groups as fruits and vegetables, events, and objects, and individual members of these groups such as grapefruit, Halloween, and shoes. For each exercise, the context, content vocabulary, materials needed, activity preparation, and procedure are described. (PB)
Descriptors: Comprehension, Disabilities, Early Intervention, Infants, Interaction, Language Acquisition, Language Handicaps, Nonverbal Communication, Perception, Preschool Education, Sensory Experience, Teaching Methods, Toddlers
Communication Skill Builders, 3830 E. Bellevue, P.O. Box 42050, Tucson, AZ 85733 ($19.95, Catalog No. 7592).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A