Describes the investigation of a number of lexical diversity measures in connection with speech samples taken from 20 aphasic and 20 normal subjects. (TO)

Presents the background, rationale, and examples for a comprehensive psycholinguistic study of free speech samples obtained from 50 adult aphasics in comparison with those obtained from 50 adult normal speakers. (TO)

This meta-analysis of 33 studies compared the pragmatic language skills of 825 students (ages 3-12) having language and/or learning disabilities with the skills of nondisabled peers. The students with disabilities demonstrated consistent and pervasive pragmatic deficits in conversation, which were more attributable to underlying language deficits…

This study of comprehension of metaphors found that 11 adolescents with traumatic brain injury (TBI) exhibited little difference in comprehension compared to that of 18 normal adolescents. Ten adolescents with language learning disability, in contrast, demonstrated significantly poorer comprehension of metaphors than did both the normal subjects…

Using a set of fine-grained auditory discrimination tasks, 21 children with language-learning problems were compared with 21 normal children, aged six-nine. Across three years, children with language-learning problems showed poorer auditory discrimination for temporally based acoustic differences, poorer receptive vocabulary and language…

Twenty children, aged six-eight, with normal nonverbal intelligence but language comprehension deficits, were administered tasks of verbal and perceptual proportional analogical reasoning and a problem-solving task of functional analogical reasoning. Compared to controls, subjects were deficient in analogical reasoning. However, when the…

Fourth graders with language and learning disabilities and nondisabled fourth graders were compared on tasks measuring primed picture-naming and item recognition. In the experiment, both presentation format and retention interval were manipulated. Results are discussed in terms of implications for disabled children's memory difficulties. (LB)

Normal and learning disabled (LD) first graders were given a battery of language and perceptual-motor-memory (PMM) tests. Results indicated that: LD children generally are less proficient in vocabulary and language tasks; and language tests are better indicators of learning disabilities than PMM tests. (SJL)

A total of 43 studies, involving 1,703 subjects with a mean age of 6:11, were analyzed to assess the effectiveness of language intervention with language/learning disabled children. Results suggested that the average language-disordered child moved from the 50th percentile to the 85th as a result of language intervention. (Author/JDD)

A study examined cognitive disorders and syntactical deficiencies in the inmate populations of federal penitentiaries in Canada. The focus of the study was on the relationship between language development and cognitive ability. During the study, a total of 240 inmates from prisons throughout Canada were given hour-long interviews in which they…

Tasks involving several areas of cognitive functioning were given to 10 psychotic children and 30 normal children. Comparisons of performance were made between the two groups and also within the psychotic group. The dimension for differentiation was the psychotic children's varying degree of language facility. The psychotic children were…

Eighteen language/learning-disabled adolescents were compared with 18 nondisabled adolescents and 18 linguistically matched nondisabled preadolescents on requesting assistance from listeners who vary in power and familiarity. The language learning-disabled adolescents were sensitive to social and contextual features and modified their requests…

The language of hearing impaired students differs from that of their hearing peers, and can affect their ability to comprehend printed material. Language can be defined as the knowledge of the integration of semantics, syntax, and pragmatics. Hearing impaired children will have difficulty in acquiring language at a normal developmental rate…

Describes two microcomputer-assisted adaptations of traditional methods of teaching word recognition (alphabet-spelling method) and phonics (sound-symbol method) which are designed for use with students who have severe physical and communication handicaps, language disabilities, or fine motor problems. A clinical protocol is outlined for…

To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours…