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Related Experiment Videos

Fable comprehension by children with learning disabilities

E P Abrahamsen1, P T Sprouse

  • 1Child Study Center, Old Dominion University, Norfolk, VA 23529-0136, USA.

Journal of Learning Disabilities
|May 1, 1995
PubMed
Summary

Children with learning disabilities struggle more than average learners in identifying and explaining morals from fables. This research highlights key differences in moral reasoning comprehension for educational interventions.

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Cognitive Neuroscience

Background:

  • Understanding moral reasoning is crucial for child development.
  • Learning disabilities can impact cognitive processes, including comprehension and reasoning.
  • Fables offer a unique medium for exploring moral concepts in children.

Purpose of the Study:

  • To compare the ability of average learners and children with learning disabilities to identify correct morals from fables.
  • To assess the capacity of both groups to explain their moral choices.
  • To identify potential differences in moral reasoning and comprehension linked to learning disabilities.

Main Methods:

  • Seven fables were presented to 28 children (14 average learners, 14 with learning disabilities), aged 10-13.

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  • Participants selected the correct moral from four options (one correct, one related, two incorrect).
  • Verbal explanations for chosen morals were collected and analyzed.

    • Main Results:

    • Average learners demonstrated significantly higher accuracy in selecting the correct moral compared to children with learning disabilities.
    • Children with learning disabilities showed less proficiency in explaining their moral choices, even when correct.
    • A significant difference was observed in both moral identification and explanation abilities between the two groups.

    Conclusions:

    • Children with learning disabilities face greater challenges in comprehending and articulating morals from narrative texts.
    • These findings suggest specific deficits in higher-order thinking skills, impacting moral reasoning.
    • Educational strategies may need to be adapted to support moral development in children with learning disabilities.