Visual Imagery Skills and Language Abilities of Normal and Language-Learning-Disabled Children

1991 ◽  
Vol 14 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Beverly M. Whitmire ◽  
C. Addison Stone
Keyword(s):  
Language Learning ◽  
Visual Imagery ◽  
Learning Disabled ◽  
Disabled Children ◽  
Language Abilities

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.

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.

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