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The article is devoted to communicative representation of a gifted speech person. It provides linguistic analysis of communicative behavior of some characters from modern movies in English with the aim to reconstruct their profiles by distinguishing a set of communicative identifiers.The authors estimate specificity in connections between the identifiers, the detail and the stage context as the most important tools for assembling the image of the character in a movie. It is stated that the main criterion is the repeatability of the element.The nature of the repeated elements and their significance in the process of character's image construction are defined, their classifications are proposed. It has been established that the communicative identifiers of a gifted speech person could be set as verbal and non-verbal (material) elements.The verbal identifiers are ranked by the nature of relationship between the repeating elements and the movie character and distributed into motivated (directly indicating the dominant feature of the gifted speech person), and unmotivated (connected with the characteristics of the gifted speech person indirectly) types.Non-verbal (material) identifiers are divided into general (characterizing a gifted speech person in general) and specific (describing a certain character) types.The functions of verbal and non-verbal identifiers have been stated as accumulating (the repeating element points to the main feature of the person's image), and mnemonic (the repeating element creates associative links with the character).

Stephens uses Shakespeare to address societal problems. Teaching William Shakespeare's Romeo and Juliet's relevance to struggling readers is challenging. Like Kelly Gallagher's argument that struggling writers do not do enough writing, she thinks struggling readers suffer from similar failures: teachers do not do enough reading with students. Like Gallagher, she believes it is best to focus on what teachers can control. So, when she was required to teach Shakespeare's Romeo and Juliet to her ninth graders last year, she paused to reflect on undertaking this task with struggling readers while making the text accessible and meaningful. Here she describes her attempt to meet this task.

This study investigates children's acquisition of the distinction between direct speech (Elephant said, “I get the football”) and indirect speech (Elephant said that he gets the football), by measuring children's interpretation of first, second, and third person pronouns. Based on evidence from various linguistic sources, we hypothesize that the direct–indirect distinction is acquired relatively late. We also predict more mistakes for third person pronouns compared to first and second person pronouns. We tested 136 Dutch-speaking children between four and twelve in a referent selection task and found that children interpret pronouns in direct speech predominantly as in indirect speech, supporting our hypothesis about a late acquisition of the direct–indirect distinction. In addition, we found differences between I, you, and he that deviate from a simple first and second vs. third person split. We discuss our results in the light of cross-linguistic findings of direct–indirect mixing.

In this article, I utilize an indisciplinary theoretical framework through the work of Jacques Rancière to examine the artwork of artists with mental disabilities experiencing confinement in asylums in the late 19th to early 20th centuries. I further examine preexisting ways in which this artwork, focusing particularly on the Prinzhorn Collection, has been positioned within art history and psychiatric medical models in the 19th and early 20th centuries that situate these artists as geniuses, as examples of Expressionism, or as pathological. In contrast, I suggest that these artists' work can be a form of politics and dissensus. The indisciplinarity of Rancière's work and Disability Studies offer art educators new possibilities for understanding the artwork of people experiencing mental disabilities by disrupting the disciplinary logic that can inform thinking about these artists.

The purpose of this study was to explore Vygotsky's notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the Torrance creativity test Thinking Creatively in Action and Movement (TCAM). The children's private speech was collected in an open play context and while children completed structured logical— mathematical activities. Results revealed that both originality and fluency creativity were related to self-direction private speech and grand total private speech. Findings support that cognitive self-regulating private speech may be related to creative thinking and that private speech may offer a method for assessing early creative thinking in children from various cultural and economic backgrounds.

Speech pathology services have not been traditionally provided within school classroom settings. This chapter will describe the service-delivery options for provision of speech pathology services in classroom settings. A review of select research related to the efficacy of these services is included as applied examples for educators.

Popular science gripped the imagination of people all over Europe in the eighteenth century and individuals peppered their conversations with facts, allusions, references, and analogies to current scientific discoveries and debates. When John Adams arrived in France to assume his new post as United States ambassador he immediately met scientifically literate people. Adams, who was a bit less versed in the ways of sociability than some of his predecessors, especially Benjamin Franklin, found himself in a social situation where his knowledge of the sciences led to a rather unusual conversation. One night at dinner, while in Bordeaux making preparations for

Jan. 02--Andy Elofson and Casey Sorensen now expect long lines to form an hour or two before they open their doors. Since the two men were featured in this column 18 months ago, their St. Paul nonprofit, PCs for People, has given away nearly 25,000 refurbished computers to grateful low-income Minnesotans. Through word-of-mouth a year ago, Sorensen connected with Denver-based Mobile Citizen, a high-speed mobile Internet provider with an altruistic founder.