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Related Experiment Videos

Teaching subjecthood to language-disordered children.

P J Connell

    Journal of Speech and Hearing Research
    |December 1, 1986
    PubMed
    Summary

    Language-disordered children learned subject properties after understanding subject function. This two-step acquisition supports the functional theory of language, offering diagnostic and treatment insights.

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    Area of Science:

    • Linguistics
    • Developmental Psychology
    • Clinical Linguistics

    Background:

    • Children with language disorders often struggle with grammatical subject properties.
    • Acquiring grammatical structures like agreement morphemes and case marking presents significant challenges.

    Purpose of the Study:

    • To investigate the acquisition of subject properties in language-disordered children.
    • To test the two-step acquisition pattern predicted by the functional theory of language.

    Main Methods:

    • Four language-disordered children were explicitly taught the function of sentence subjects.
    • Post-intervention, children's ability to learn subject properties (e.g., agreement, case, inversion) was assessed.

    Main Results:

    • Children successfully learned subject properties after understanding subject function.
    • Acquisition followed a distinct two-step pattern, aligning with theoretical predictions.

    Conclusions:

    • Subject properties can be taught as a cohesive unit.
    • The findings support the functional theory of language and its clinical applications for language-disordered children.

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