Title

Training Analogical Reasoning Skills in Children with Language Disorders

Abstract

The benefit or effects of direct training of analogical reasoning was examined in schoolaged children with language disorders. Analogy training was divided into two phases. The first phase consisted of direct instruction in the componential processes of analogical reasoning, and the second phase included bridging activities incorporated into school curriculum and life-skill situations. The performance of the trained children was compared to the performance of a control group of peers with language disorders, matched for mental age. There was a significant positive effect for training on students' performance on verbal analogy problems.

Department(s)

Communication Sciences and Disorders

Document Type

Article

DOI

https://doi.org/10.1044/1058-0360.0801.53

Keywords

Analogy, Cognitive, Disorders, Instruction, Intervention, Language

Publication Date

1-1-1999

Journal Title

American Journal of Speech-Language Pathology

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