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Alpha Hemispheric Asymmetry in Children with Learning Disabilities and Normally Achieving Children during Story Comprehension and Rehearsal Prior to Narrative Production.
Peer reviewed Peer reviewed
Haynes, William O.; And Others – Journal of Learning Disabilities, 1989
Comparison of alpha amplitudes of 12 children with learning disabilities and 12 normally achieving controls in three task situations found no significant differences between groups in alpha amplitude but a significant task effect with the vigilance, story comprehension, and rehearsal conditions showing decreasing alpha amplitudes in both groups of…
Descriptors: Attention Control, Comprehension, Elementary Education, Expressive Language
Narrative Abilities of Children with Learning Disabilities and Nondisabled Children: Story Structure, Cohesion, and Propositions.
Peer reviewed Peer reviewed
Ripich, Danielle N.; Griffith, Penny L. – Journal of Learning Disabilities, 1988
Narrative abilities of 24 learning disabled (LD) and 27 nondisabled children (ages 7-12.5 years) were compared. Although LD students were able to reconstruct stories as well as were nondisabled students, narrative analysis of both original and retold stories can provide useful information on language skills beyond the sentence level. (Author/DB)
Descriptors: Communication Skills, Elementary Education, Expressive Language, Language Proficiency
Hampered Production of Words as a Characteristic of School Failure.
Peer reviewed Peer reviewed
van der Wissel, A. – Journal of Learning Disabilities, 1988
The study demonstrated that 36 male children (ages 7-10) with learning problems were characterized not by a restricted vocabulary as such (i.e., the variance common to both receptive and productive vocabulary measures) but by a hampered production of words (i.e., the variance common to both speed-of-naming and productive vocabulary measures.…
Descriptors: Elementary Education, Expressive Language, Language Handicaps, Learning Disabilities
Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 11 Years of Age.
Peer reviewed Peer reviewed
Olofsson, Ake; Niedersoe, Jan – Journal of Learning Disabilities, 1999
A study involving 205 children from the Danish island of Bornholm found significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in grade 2 to sentence reading in grades 3 and 4. (Author/CR)
Descriptors: Decoding (Reading), Elementary Education, Expressive Language, Foreign Countries
Follow-Up of Children with Early Expressive Phonology Disorders.
Peer reviewed Peer reviewed
Lewis, Barbara A.; Freebairn, Lisa A.; Taylor, H. Gerry – Journal of Learning Disabilities, 2000
Fifty-two children identified at ages 4 and 6 as having an expressive phonology disorder were followed to the third and fourth grades. Children with a phonology disorder along with other language problems performed more poorly than the others on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling.…
Descriptors: Children, Decoding (Reading), Elementary Education, Expressive Language
Discourse Errors in Students with Learning Disabilities and Their Normally Achieving Peers: Molar versus Molecular Views.
Peer reviewed Peer reviewed
McCord, Jill S.; Haynes, William O. – Journal of Learning Disabilities, 1988
Twelve learning-disabled children, aged 8-11, were compared with normal peers on various discourse errors. No significant quantitative differences were found in the total number of discourse errors between the disabled and normal groups, but the errors were qualitatively different. Male subjects made significantly more errors than female subjects.…
Descriptors: Communicative Competence (Languages), Comparative Analysis, Discourse Analysis, Elementary Education