A STUDY OF THE IMMEDIATE CHANGES IN LANGUAGE PERFORMANCE OF PRESCHOOL MODERATELY RETARDED CHILDREN AFTER PARTICIPATION IN ORAL LANGUAGE TRAINING

Abstract

Retardation of language development or ar t i c u l a t o r y proficiency i s characteristic of children with s p e c i f i c organic or i n t e l l e c t u a l d e f i c i t s . I t i s recognized that the moderately retarded preschool youngster i s especially susceptible to delays i n language acquisition probably as a concomitant attribute of general i n t e l l e c t u a l deficiency. The l i t e r a t u r e of learning and c h i l d development documents and highlights the s i g n i f i c a n t growth experienced by the infant and preschool youngster long before he f i r s t enters school. The advent of preschool educational opportunities for exceptional children can be expected to prevent many of the d e b i l i t a t i n g results associated with general i n t e l l e c t u a l mental retardation. Research has demonstrated that much i s to be gained through early childhood compensatory education. The evidence gained from programs of intervention i n the area of language has e f f e c t i v e l y shown that intensive stimulation i n school aged mildly and moderately retarded children results i n gains i n language performance. S i m i l a r l y , investigations of language improvement i n younger deprived children have had positive r e s u l t s . Consequently, two important facts are to be recognized: (a) I t i s possible to effect positive change i n language a b i l i t y of young children whose i n t e l l e c t u a l functioning i s assumed capable of normalcy. (b) I t i s possible to effect positive change i n language a b i l i t y of older children whose i n t e l l e c t u a l capacities have been lim i t e d by organic or environmental factors.