Co-Speech Gesture Input as a Support for Language Learning in Children With and Without Early Language Delay

The current paper provides empirical support for adults using co-speech gesturing with children with and without early language delay. The discussion starts broad by showing that co-speech gestures are already in the child's language environment. We then show that encouraging co-speech gesturing by adults promotes language development and use in children. The discussion is then narrowed to the review of the finer aspects of word learning which sets the stage for how iconic gestures can be utilized in language therapy. Finally, we show that pairing iconic gestures with word models promotes word learning.