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| Learning Disability Quarterly | 7 |
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| Journal Articles | 7 |
| Reports - Research | 3 |
| Guides - Classroom - Teacher | 1 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
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| Practitioners | 4 |
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| Test of Language Development | 1 |
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Peer reviewedJones, Jacqueline; Stone, C. Addison – Learning Disability Quarterly, 1989
Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)
Descriptors: Adolescents, High Schools, Language Handicaps, Learning Disabilities
Peer reviewedHessler, Gary L.; Kitchen, Dale W. – Learning Disability Quarterly, 1980
The Test of Language Development was administered to a purposive sample of early elementary learning disabled students in an effort to analyze their language performance. Statistically significant differences were indexed between receptive and expressive language skills for this sample. (Author)
Descriptors: Expressive Language, Language Acquisition, Language Handicaps, Learning Disabilities
Peer reviewedWhitmire, Beverly M.; Stone, C. Addison – Learning Disability Quarterly, 1991
The study, with 15 language-learning-disabled and 15 normally achieving children (ages 6-8), found a significant positive correlation between the severity of the language disability and accuracy on 2 of 3 imagery tasks. Performance on one imagery task was significantly related to reading achievement, and imagery ability was related more strongly…
Descriptors: Imagery, Language Handicaps, Language Skills, Learning Disabilities
Peer reviewedHarber, Jean R. – Learning Disability Quarterly, 1980
The paper explores several issues which effect the accurate assessment of language and reading disorders and, thus, of discrepancy between expected potential and actual achievement. For related information see EC 132 758-768. (Author)
Descriptors: Cultural Differences, Disability Identification, Evaluation Methods, Language Handicaps
Peer reviewedSpekman, Nancy J.; Roth, Froma P. – Learning Disability Quarterly, 1982
An intervention framework for the management of communication disorders in learning disabled children is presented. The model is comprised of three components: communicative intentions (what a speaker wants to convey), presupposition (a speaker's message in relation to specific information needs of a listener), and the social organization of…
Descriptors: Communication Problems, Diagnostic Teaching, Dialogs (Language), Elementary Secondary Education
Peer reviewedWiig, Elisabeth H. – Learning Disability Quarterly, 1990
The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intervention, Language Acquisition
Peer reviewedWong, Bernice Y.L.; Audrey, Roadhouse – Learning Disability Quarterly, 1978
The validity of the Test of Language Development (TOLD) was investigated with normal reading, reading disabled, and language delayed children (ages seven to nine years). (DLS)
Descriptors: Delayed Speech, Elementary Education, Exceptional Child Research, Language Acquisition
