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Constructive comprehension abilities exhibited by language-disordered children.

S Ellis Weismer

    Journal of Speech and Hearing Research
    |June 1, 1985
    PubMed
    Summary
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    Language-disordered children struggle with making inferences from stories, even when understanding basic facts. This difficulty suggests a potential cognitive deficit impacting their comprehension skills.

    Area of Science:

    • Developmental Psychology
    • Linguistics
    • Cognitive Science

    Background:

    • Children with language disorders often face challenges in complex language processing.
    • Inference construction is a key component of reading comprehension and understanding narratives.

    Purpose of the Study:

    • To compare the inference construction abilities of language-disordered children with typically developing peers.
    • To investigate whether difficulties in inference persist even when basic comprehension is intact.

    Main Methods:

    • A study involving 12 second-grade language-disordered children and two control groups (cognitively matched second graders, language-comprehension matched kindergartners).
    • Participants completed Verbal and Picture Tasks assessing spatial and causal inference construction from short stories.

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  • Performance on inference items was analyzed overall and conditionally (after answering premise items correctly).

    • Main Results:

    • Language-disordered children scored significantly lower on inference tasks compared to the cognitively matched second-grade controls.
    • Even when understanding story premises, language-disordered children were less proficient at drawing inferences.
    • No significant differences were found between language-disordered children and kindergartners on inference tasks.

    Conclusions:

    • Language-disordered children exhibit deficits in constructing both spatial and causal inferences from verbal and pictorial materials.
    • These difficulties suggest an underlying cognitive deficit rather than a solely language-based issue.
    • The findings highlight the importance of targeting inference skills in interventions for children with language impairments.