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Learning disabled children's syntactic proficiency on a communicative task

M Donahue, R Pearl, T Bryan

    The Journal of Speech and Hearing Disorders
    |November 1, 1982
    PubMed
    Summary
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    Learning disabled children demonstrate significant deficits in productive language skills, producing shorter sentences and clauses. These language challenges can impact their social communication abilities with peers and family.

    Area of Science:

    • Child Language Acquisition
    • Developmental Psychology
    • Linguistics

    Background:

    • Previous research on learning disabled children's syntactic ability often used artificial tasks, limiting insights into natural social communication.
    • Understanding language use in social contexts is crucial for assessing the impact of learning disabilities.

    Purpose of the Study:

    • To investigate the syntactic proficiency of learning disabled children during an information-conveying task.
    • To assess how learning disabilities affect language production in a communicative setting.

    Main Methods:

    • Collected oral language samples from learning disabled and normally achieving children (grades 2, 4, 6, 8) during a referential communication task.
    • Assessed the length and syntactic complexity (mean t-units, mean main clauses) of spoken descriptions.

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  • Selected subjects based on teacher ratings, reading achievement, and IQ scores.

    • Main Results:

    • Learning disabled children across all grades produced significantly shorter mean t-units and main clauses compared to their non-disabled peers.
    • These differences were observed even in a relatively simple communicative task.

    Conclusions:

    • Productive language deficits in learning disabled children may be more significant than previously thought.
    • These syntactic challenges can potentially interfere with everyday social conversations among peers and family members.