Language Performance of Educable Mentally Retarded and Normal Children at Five Age Levels

1975 ◽  
Vol 18 (1) ◽  
pp. 82-95 ◽  
Author(s):  
Rita C. Naremore ◽  
Richard B. Dever
Keyword(s):  
Functional Performance ◽  
Mentally Retarded ◽  
Language Performance ◽  
Normal Children ◽  
Performance Variables ◽  
Subordinate Clauses ◽  
Mental Age ◽  
Filled Pauses ◽  
Educable Mentally Retarded ◽  
Hesitation Phenomena

The present study comprised an analysis and comparison of the language performance of educable mentally retarded and normal children at mental age levels six through 10 years. Both syntactic and functional performance variables were investigated. The results indicate language performance differences between the two groups with the primary discriminators being hesitation phenomena (false starts, filled pauses, and repeats) and clausal constructions (relative and subordinate clauses), resulting in a higher sentence elaboration level for normal children.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

Efficacy of Speech Therapy with Educable Mentally Retarded Children

1966 ◽  
Vol 9 (3) ◽  
pp. 423-433 ◽  
Author(s):  
Frank B. Wilson
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Mentally Retarded ◽  
Error Reduction ◽  
Two Phase ◽  
Mental Age ◽  
Phase Study ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control

A two-phase study was conducted to evaluate the articulatory abilities of 777 educable mentally retarded children between the ages of 6 to 16 years in a public school setting. In Phase I, an analysis of articulation acquisition by mental age was computed. The children were then divided into speech-deviant and normal groups, and the articulatory skills of the speech deviant group were analyzed. Substitution and omission errors tended to decrease with increasing mental age, but distortion errors increased. Phase II was an attempt to evaluate the effect of articulation therapy on sound error reduction over a three-year period. The speech-deviant group was subdivided into three groups: Experimental, Placebo, and Control. Differences in sound error reduction among the three groups were not significant.

A Comparison of the Results of a Revised Version of Berko’s Test of Morphology with the Free Speech of Mentally Retarded Children

1972 ◽  
Vol 15 (1) ◽  
pp. 169-178 ◽  
Author(s):  
Richard B. Dever
Keyword(s):  
Public School ◽  
Free Speech ◽  
School Children ◽  
Mentally Retarded ◽  
Correlational Analysis ◽  
Mental Age ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Comparison Of The Results ◽  
Nonsense Syllables

A revised version of Berko’s test of morphology was presented to 30 educable mentally retarded public school children, six each from the Mental Age (MA) groups 6, 7, 8, 9, and 10. Samples of free speech were also elicited from these children. The features tested were compared to the same features in the free speech to see if the test could predict the occurrence or the nonoccurrence of errors in the free speech. Correlational analysis suggested that this was not the case. The conclusion was drawn that the paradigm itself, whether it used nonsense syllables or real words as eliciting stimuli, was not useful in testing development of bound morphemes in educable mentally retarded children.

The Acquisition of English Morphology by Normal and Educable Mentally Retarded Children

1968 ◽  
Vol 11 (4) ◽  
pp. 693-706 ◽  
Author(s):  
Melanie U. Newfield ◽  
Bernard B. Schlanger
Keyword(s):  
Time Lag ◽  
Mentally Retarded ◽  
Normal Children ◽  
Morphological Rule ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

To study the acquisition of English morphology by 30 educable mentally retarded children and 30 normal children, a list of lexicon words was developed which paralleled phonologically and morphologically the nonsense words used by Berko. Results indicate that significant quantitative differences existed favoring the normal children in all the measures of morphology, measured by lexicon words and nonsense words. Nevertheless, the order of acquisition of morphology by the retarded children, particularly in respect to nonsense words, paralleled that of the normal children. With the normal and retarded children an undefined time lag existed between the production of correct English morphological inflection forms with familiar words and the generalization of these forms to unfamiliar words, indicating knowledge of a morphological rule. The retarded children demonstrated greater inability than the normal children studied in generalization from familiar to unfamiliar words.

Responses to the Language of Educable Mentally Retarded and Normal Children: Stereotypes and Judgments

1979 ◽  
Vol 10 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Rita C. Naremore ◽  
Nicholas M. Hipskind
Keyword(s):  
Graduate Students ◽  
Mentally Retarded ◽  
Speech Pathology ◽  
Speech And Language ◽  
Normal Children ◽  
Verbal Language ◽  
Language Behavior ◽  
Educable Mentally Retarded

Seventy-five graduate students in speech pathology and audiology rated the speech and language of educable mentally retarded and normal children. The results indicated that the judges held stereotypes, or preconceived ideas, about language behavior of educable mentally retarded and normal children. These stereotypes were reflected in their judgments of children’s verbal language.

Auditory Discrimination Tasks Performed by Mentally Retarded and Normal Children

1966 ◽  
Vol 9 (3) ◽  
pp. 434-440 ◽  
Author(s):  
Bernard B. Schlanger ◽  
Gloria I. Galanowsky
Keyword(s):  
Age Groups ◽  
Mentally Retarded ◽  
Normal Hearing ◽  
Auditory Discrimination ◽  
Normal Children ◽  
Total Group ◽  
Mental Age ◽  
Intelligible Speech ◽  
Mentally Retarded Children

Eighty-five institutionalized mentally retarded children and 86 normal children were compared on a battery of auditory discrimination tests. Subjects were matched for mental age over the range from 4 years, 6 months to 10 years, 6 months. All had normal hearing and were judged to have intelligible speech. Normal children scored significantly better on all tests given, both as a total group and in mental age groups.

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