The Effects of Sampling Conditions on Sentence Production in Normal, Reading-Disabled, and Language-Learning-Disabled Children

1991 ◽  
Vol 34 (3) ◽  
pp. 549-558 ◽  
Author(s):  
Julie J. Masterson ◽  
Alan G. Kamhi
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Sentence Production ◽  
Primary School Children ◽  
Clause Structure ◽  
Disabled Children ◽  
Normal Reading ◽  
Contextual Support ◽  
Structure Complexity ◽  
Reading Disabled

This study explored the effects of contextual support, discourse genre, and the listener’s knowledge of information on syntactic and phonologic production and fluency. Subjects were language-learning-disabled, reading-disabled, and normal primary school children. Clause structure complexity, fluency, and grammatical and phonemic accuracy tended to be highest when children were discussing absent referents, providing explanations and stories, and giving unshared information. These effects were generally the same across all groups, although some effects were significant for only the language-learning-disabled children. Several explanations for these findings are considered.

The Hierarchical Factor Structure of the WISC-R for Learning Disabled Children

1979 ◽  
Vol 2 (4) ◽  
pp. 71-75 ◽  
Author(s):  
John Blaha ◽  
Hubert Vance
Keyword(s):  
Learning Disability ◽  
Factor Structure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Factor Solution ◽  
G Factor ◽  
Verbal Comprehension ◽  
The Difference ◽  
Freedom From Distractibility ◽  
Reading Disabled

A Wherry and Wherry (1969) hierarchical factor solution was performed on the 12 WISC-R subtest intercorrelations for a sample of 85 learning disabled children. A hierarchical ability structure similar to, though not congruent with, Vernon's (1950) paradigm was obtained. The hierarchy included a general (g) factor and three subgeneral factors consisting of an intact spatial-perceptual-mechanical (k:m) factor, a verbal comprehension factor, and a freedom-from-distractibility factor. The factor structure of learning disabled children was somewhat more fractionated and complex than that for normals, but not as complex as the structure of reading disabled children. This suggests that the more severe a learning disability, the greater the difference between the hierarchical factor structure for that group and the factor structure of normals.

Communication Breakdowns in Normal and Language Learning-Disabled Children's Conversation and Narration

1988 ◽  
Vol 53 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Barbara G. MacLachlan ◽  
Robin S. Chapman
Keyword(s):  
Language Learning ◽  
Unit Length ◽  
Learning Disabled ◽  
Group Differences ◽  
Chronological Age ◽  
Control Group ◽  
Speech Sample ◽  
Disabled Children ◽  
Communication Breakdowns ◽  
Children's Speech

The frequency and type of communication breakdowns occurring in the speech of 7 language learning-disabled children (LLD), aged 9:10–11:1 (years:months), were examined in two conditions, conversation and narration, and compared to a group of 7 normal peers matched for chronological age and 7 peers matched for mean length of communication unit in conversation. Types of communication breakdowns examined included stalls, repairs, and abandoned utterances. The LLD group incurred a significantly greater rate of communication breakdowns per communication unit in narration than conversation compared to control group differences. Mean length of communication unit was also significantly greater in narration than conversation for the LLD group compared to controls. For all groups, across both speech sample conditions, longer communication units contained more breakdowns than shorter ones. The groups did not differ in the types of breakdowns. Communication unit length and the nature of the narrative task may account for the increased dysfluencies in LLD children's speech.

The Luria-Nebraska Neuropsychological Battery-Children's Revision: Comparison of Learning Disabled and Normal Children Matched on Full Scale IQ

1984 ◽  
Vol 58 (1) ◽  
pp. 115-118 ◽  
Author(s):  
David C. Geary ◽  
Jeffrey W. Gilger
Keyword(s):  
Expressive Language ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Group ◽  
Disabled Children ◽  
Neuropsychological Battery ◽  
Normal Children ◽  
Language Writing ◽  
Reading Disabled

17 academically normal and 17 reading disabled children were matched on Full Scale IQ and compared on the Luria-Nebraska Neuropsychological Battery—Children's Revision. The academically normal group performed significantly better on the Expressive Language, Writing, Reading, and Rhythm subscales, which suggests that the Luria-Nebraska may be sensitive to deficits not reflected in Full Scale IQ. Results are consistent with previous research and support the validity of the Luria-Nebraska, although simplistic interpretation of the battery's subscales should be avoided.

Self-Report of Family Histories of Learning Difficulties

1992 ◽  
Vol 37 (1) ◽  
pp. 29-32 ◽  
Author(s):  
Debbie Carol Schachter ◽  
Barry Pless ◽  
Maggie Bruck
Keyword(s):  
Reading Disabilities ◽  
Learning Difficulties ◽  
Learning Disabled ◽  
Self Report ◽  
Recall Bias ◽  
Disabled Children ◽  
Academic Problems ◽  
Specific Reading ◽  
Self Reports ◽  
Reading Disabled

Self-reports of learning difficulties by parents of reading disabled children may be inflated because of recall bias. A retrospective study of the association between specific reading disabilities and familial reports of learning difficulties indicated the relative odds of being reading disabled for those whose relatives reported learning difficulties compared with children whose relatives did not report learning difficulties was statistically significant if fathers or siblings reported learning difficulties. No significant association was found between mothers' self-reports of learning difficulties and a diagnosis of specific learning disabilities in their children. The results support the association between specific reading disabilities and self-reported histories of academic problems in the father or siblings, but not in mothers of learning disabled children. The results suggest that reports of learning difficulties among mothers of reading disabled children may be inflated because of recall bias.

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