Language/communication skills are often taught to language-delayed preschoolers as isolated skills in instructional environments that are unlike ihe natural environments in which they will ultimately be displayed. In order to reduce this disparity and Improve generalization, the use of gross and fine motor activities as a context for systematic language/communication intervention is explored. This article defines and examines three types of language skills: receptive, functional expressive, and descriptive expressive; it describes how each can be successfully Integrated Into typical preschool gross and fine motor activities. Modeling, which Is important in any language intervention program, is discussed with regard to its application In this new context. A specific strategy for generating vocabulary appropriate to specific motor skills and tasks is presented along with an example of how it can provide the basis for the development of a language curriculum specific to motor activities. Strategies for planning and managing language intervention within the context of motor activities are also delineated.
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