Responses of Language-Disordered Children to Wh-Questions

1986 ◽  
Vol 17 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Martha M. Parnell ◽  
James D. Amerman ◽  
Roger D. Harting
Keyword(s):  
Relative Difficulty ◽  
Normal Children ◽  
Cognitive Linguistic ◽  
Wh Questions

Nineteen language-disordered children aged 3—7 years responded to items representing nine wh-question forms. Questions referred to three types of referential sources based on immediacy and visual availability. Three and 4-year-olds produced significantly fewer functionally appropriate and functionally accurate answers than did the 5- and 6-year-olds. Generally, questions asked with reference to nonobservable persons, actions, or objects appeared the most difficult. Why, when, and what happened questions were the most difficult of the nine wh-forms. In comparison with previous data from normal children, the language-disordered subjects' responses were significantly less appropriate and accurate. The language-disordered children also appeared particularly vulnerable to the increased cognitive/linguistic demands of questioning directed toward nonimmediate referents. A hierarchy of wh-question forms by relative difficulty was very similar to that observed for normal children. Implications for wh-question assessment and intervention are discussed.

Developmental Sentence Scoring: A Clinical Procedure for Estimating Syntactic Development in Children’s Spontaneous Speech

1971 ◽  
Vol 36 (3) ◽  
pp. 315-340 ◽  
Author(s):  
Laura L. Lee ◽  
Susan M. Canter
Keyword(s):  
Age Groups ◽  
Normal Children ◽  
Middle Income ◽  
Clinical Procedure ◽  
Syntax Acquisition ◽  
The Status ◽  
Syntactic Development ◽  
Wh Questions ◽  
Developmental Scale ◽  
The Mean

Developmental Sentence Scoring (DSS) is a clinical procedure for estimating the status and progress of children enrolled for language training in a clinic. It is based upon a developmental scale of syntax acquisition. By analyzing a child’s spontaneous, tape-recorded speech sample, a clinician can estimate to what extent the child has generalized the grammatical rules sufficiently to use them in verbal performance. With such a guide the clinician can plan lessons which present these structures in a presumably developmental sequence, thereby introducing grammatical complexity in systematically graded steps. The DSS procedure gives weighted scores to a developmental order of pronouns, verbs, negatives, conjunctions, yes-no questions, and wh-questions. The mean score per sentence estimates the child’s ability to formulate sentences with a high grammatical “load.” The DSS procedure was carried out on 80 boys and 80 girls, ages 3 years, 0 months, to 6 years, 11 months, equally distributed within six-month age groups, all coming from middle-income, standard dialect homes, and all scoring between 85 and 115 on the Peabody Picture Vocabulary Test. Percentiles of DSS scores for these 160 normal children provide guidelines for estimating the status and rate of progress of children treated in a clinic.

Developmental surface dysgraphia: A case report

1985 ◽  
Vol 6 (4) ◽  
pp. 391-405 ◽  
Author(s):  
Christine M. Temple
Keyword(s):  
Case Report ◽  
Length Frequency ◽  
Relative Difficulty ◽  
Normal Children ◽  
Spelling Performance ◽  
Better Than

ABSTRACTThe spelling performance of a 17-year-old developmental dysgraphic. K. M., is compared to that of T. P. (Hatfield & Patterson, 1983), an acquired dysgraphic. Both make errors which are phonologically valid and spell regular words better than irregular words. Within the words, relative difficulty in spelling is also similar and may result from the effects of length, frequency and. for exception words, the presence or absence of a similarly spelt word. The spelling performance of K. M. may be interpreted as reflecting a phonological routine. The correspondences involved in this system do not differ from those used by normal children of the same spelling age. Subtle deficits in reading may have contributed to spelling difficulties.

Recognition of Unfamiliar Faces and Common Objects by Neurologically Impaired-Learning Disabled and Normal Children

1986 ◽  
Vol 63 (2) ◽  
pp. 923-929 ◽  
Author(s):  
Sigmund Hough
Keyword(s):  
Object Recognition ◽  
Learning Disabled ◽  
Disabled Children ◽  
Neurologically Impaired ◽  
Relative Difficulty ◽  
Normal Children ◽  
Common Object ◽  
Unfamiliar Face ◽  
Unfamiliar Faces

The performances of 29 normal and 29 neurologically impaired-learning disabled children (aged 7.3 to 15.3 yr.) were evaluated on unfamiliar face and common object recognition tasks. Although the normal children performed better, the relative difficulty of face and object recognition was the same for both groups.

Effects of Selected Rhinologic Disorders on the Perception of Nasal Resonance in Children

1984 ◽  
Vol 15 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Michael P. Rastatter ◽  
Melvin Hyman
Keyword(s):  
Allergic Rhinitis ◽  
Clinical Implications ◽  
Normal Children ◽  
Nasal Resonance

A group of sophisticated listeners judged the nasal resonance characteristics of normal children versus children evidencing selected rhinologic disorders under three speaking conditions. Results showed that perceptions of denasality are influenced by both speakers and speaking tasks. That is, children with allergic rhinitis and edemic adenoids were perceived as being denasal when they produced VCV utterances and recited sentences. However, their resonance characteristics were deemed normal for vowel productions. Interestingly, children with severely deviated septums were judged to have normal nasal resonance under all speaking conditions. Clinical implications are discussed.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

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