Gesture as a Window onto Communicative Abilities: Implications for Diagnosis and Intervention

Abstract

Speakers around the globe gesture when they talk, and young children are no exception. In fact, children's first foray into communication tends to be through their hands rather than their mouths. There is now good evidence that children typically express ideas in gesture before they express the same ideas in speech. Moreover, the age at which these ideas are expressed in gesture predicts the age at which the same ideas are first expressed in speech. Gesture thus not only precedes, but also predicts, the onset of linguistic milestones. These facts set the stage for using gesture in two ways in children who are at risk for language delay. First, gesture can be used to identify individuals who are not producing gesture in a timely fashion, and can thus serve as a diagnostic tool for pinpointing subsequent difficulties with spoken language. Second, gesture can facilitate learning, including word learning, and can thus serve as a tool for intervention, one that can be implemented even before a delay in spoken language is detected.

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