placed in memory, or impairment in accessing learned words from memory, or both.
Researchers believe that genetic and biological factors may play a causative role in the development of the condition. For example, Paul (1991) states that genetics involvement in the disorder is suggested by the fact that the disorder is more prevalent in families with a history of speech and language disorders than in families without this history. Paul also notes that there appears to be some correlation with receptive/expressive language disorder and hyperactivity in that children with this language disorder often manifest symptoms of hyperactivity such as being overly active and difficult to manage.
With respect to biology, a vulnerability to middle ear infection may also play a role. In this regard, studies conducted by Friel-Patti (1990) and Paul, Lynn and Lohr-Flanders (1990) have found a higher than normal incidence of middle ear infection in children and adolescents with receptive/expressive language disorder.
Interventions for overcoming storage/retrieval problems. German (1992) describes three strategies often used to overcome storage/retrieval difficulties associated with receptive/expressive language disorder. These are: (1) semantic interventions focusing on improving elaboration and organization of the child's semantic lexicon; (2) phonological strategies aimed at increasing the child's awareness of the phonological structure of words; and (3) perceptual/imagery tasks that increase the child's range of auditory and visual cues associated with language learning.
Other interventions focus on the use of games geared to develop a child's accuracy and speed of word retrieval. For example, Nippold (1992) describes a rhyming game in which a child might be told, "I'm thinking of an animal. It's name rhymes with dzion. It's a _____." Still other strategies focus on increasing vocabulary, storage strength, retrieval strength,...