Dyadic Verbal Communication Abilities of Learning Disabled and Normally Achieving Fourth- and Fifth-Grade Boys

1981 ◽  
Vol 4 (2) ◽  
pp. 139-151 ◽  
Author(s):  
Nancy J. Spekman
Keyword(s):  
Information Content ◽  
Communication Skills ◽  
Learning Disabled ◽  
Verbal Communication ◽  
Fifth Grade ◽  
Disabled Children ◽  
Normally Achieving ◽  
5Th Grade ◽  
And Training

This study examined the dyadic verbal communication skills of learning disabled and normally achieving 4th- and 5th-grade boys. The performances of 12 learning disabled children paired with 12 normally achieving children were compared with those of 12 dyads composed only of normally achieving children. The children exchanged information regarding a pattern of blocks under conditions varying the channels available for communication and feedback. All children performed the tasks in both Speaker and Listener roles. A measure of dyadic success was determined. In addition, the language used by the children was examined to obtain information on such variables as information content, response to questions, questions asked, and amount and efficiency of interactions. Dyads involving learning disabled children were found to be less successful and less efficient than those consisting of only normally achieving children. Further, the learning disabled children performed less successfully in certain aspects of the Speaker and Listener roles. Implications for assessment, class performance, and training are discussed.

Linguistic and Metacognitive Aspects of Normally Achieving and Learning Disabled Children's Communication Process

1983 ◽  
Vol 6 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Janet L. Olsen ◽  
Bernice Y.L. Wong ◽  
Ronald W. Marx
Keyword(s):  
Learning Disabled ◽  
Communication Process ◽  
Board Game ◽  
Disabled Children ◽  
Normally Achieving ◽  
Communication Problems ◽  
Regulatory Strategies ◽  
Research Findings ◽  
Continue Research ◽  
Pragmatic Strategies

This paper reports on two experiments which examined the linguistic and metacognitive aspects of the communication process in normally achieving and learning disabled children. In the first experiment, 15 normally achieving and 30 learning disabled children were individually taught a board game. Results showed that in communicating with a partner, learning disabled children were less aware of sociolinguistic strategy and used fewer planfulness strategies than their normally achieving peers. Moreover, they used substantially fewer tag questions, adverbs, and prepositional phrases. These results confirmed previous research findings on learning disabled children's communication problems. In the second experiment, 15 of the learning disabled children were trained to use sociolinguistic strategies of planfulness for one half hour a day for three days. The remaining 15 LD subjects engaged in an irrelevant task. Posttests followed training. To test for maintenance and generalization of learned skills, the trained group was asked to teach the board game and another game to a peer and a first grader four days after the posttest. Results indicated that training increased learning disabled children's sociolinguistic awareness and their use of sociolinguistic strategies of planfulness. Interestingly, the trained group's language increased in complexity after training. While use of pragmatic strategies was maintained, generalization of the trained skills and of the changes in linguistic complexity was not observed. Results suggest the need to continue research on learning disabled children's language problems and the importance of incorporating self-regulatory strategies in training programs designed to improve learning disabled children's communication skills.

Social Interactions of Learning Disabled Children: A Linguistic, Social and Cognitive Analysis

1978 ◽  
Vol 1 (3) ◽  
pp. 70-79 ◽  
Author(s):  
Tanis Bryan ◽  
Susanna Pftaum
Keyword(s):  
Social Interactions ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Social Situations ◽  
Cognitive Analysis ◽  
Academic Factors ◽  
The Social ◽  
Language Competency

In analyzing the linguistic, social, and cognitive attributes of the social interactions of learning disabled children, Bryan and Pflaum have raised some questions about the practice of classifying learning disabled on intelligence and academic factors alone. This study examines the language competency of learning disabled children as it relates to social situations demanding interpersonal communication skills. The importance of studying the content and style of the learning disabled child's communication across social situations is stressed.

Free Recall and Subjective Organization in Performance of Learning Disabled Children

1977 ◽  
Vol 40 (1) ◽  
pp. 117-118 ◽  
Author(s):  
Barry J. Wilson
Keyword(s):  
Free Recall ◽  
Elementary School Children ◽  
Learning Disabled ◽  
Recall Task ◽  
Subjective Organization ◽  
Disabled Children ◽  
Free Recall Task ◽  
Normally Achieving ◽  
Categorical Clustering ◽  
Learning Trials

16 learning disabled elementary school children were compared with 16 normally achieving classmates on a 12-item free-recall task administered over 12 learning trials. Learning disabled children were expected to exhibit deficit in recall and deficient organization of the material. A slight deficit in recall was noted with virtually identical scores on subjective organization. Results are inconsistent with previous research using categorical clustering as an index of organization.

Social Interactions of Learning Disabled Children

1978 ◽  
Vol 1 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Tanis H. Bryan ◽  
James H. Bryan
Keyword(s):  
Social Interactions ◽  
Social Adjustment ◽  
Learning Disabled ◽  
Social Rejection ◽  
Verbal Communication ◽  
Disabled Children ◽  
Academic Factors ◽  
Communication Habits

Efforts to mainstream learning disabled children may require educators to consider social adjustment variables as much as academic factors in remedial programing. As in their previous work, Bryan and Bryan found learning disabled children to be less popular than their peers. This study delineates the behavioral basis of attitudinal rejection of learning disabled children by their classmates. The verbal communication habits of learning disabled children are found to be a major factor in their social rejection. Learning disabled children emit and receive more rejection statements than nondisabled classmates.

Concurrent Verbal and Emotion Laterality Effects Exhibited by Normally Achieving and Learning Disabled Children

2001 ◽  
Vol 7 (3) ◽  
pp. 153-161 ◽  
Author(s):  
John E. Obrzut ◽  
M.P. Bryden ◽  
Patricia Lange ◽  
M. Barbara Bulman-Fleming
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Normally Achieving

Activating the Inactive Learner: Use of Questions/Prompts to Enhance Comprehension and Retention of Implied Information in Learning Disabled Children

1980 ◽  
Vol 3 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Bernice Y. L. Wong
Keyword(s):  
Learning Disabled ◽  
Sixth Graders ◽  
Disabled Children ◽  
Normally Achieving ◽  
Educational Implications

This article reports the findings of two studies involving comprehension and retention of implied information in learning disabled and normally achieving second and sixth graders. In the first study, evidence was obtained of inadequate processing of implied information in learning disabled children in both grades. In the second study, a simple questions/prompts procedure brought about improved/adequate processing of implied information in new, comparable groups of learning disabled second and sixth graders. The results were interpreted to support Torgesen's conceptualization of the learning disabled child as an inactive learner. Lastly, educational implications of the results were discussed.

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