What's Relevant For Children With Language-Learning Disorders?
Date of Graduation
Summer 1998
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Julie Masterson
Abstract
Children with language-learning disorders have difficulty establishing the linguistic rules that govern the use of language. Difficulty in determining what is relevant may be a contributing factor to this inability to establish those linguistic rules. Children with language-learning disorders have difficulty with nonverbal cognitive skills as well as linguistic skills. Encoding, inductive reasoning and analogs have been shown to pose difficulties for these children. Congnitive skills like these all involve separating relevant from irrelevant information on some level, a skill that is important for competent problem solving. In the present study, the ability to determine relevant from irrelevant information in math problems was explored in children with and without language-learning disorders. It was found that children with language-learning disorders did have greater difficulty on problems that required the elimination or irrelevant information.
Subject Categories
Communication Sciences and Disorders
Copyright
© Shannon L Carter
Recommended Citation
Carter, Shannon L., "What's Relevant For Children With Language-Learning Disorders?" (1998). MSU Graduate Theses/Dissertations. 420.
https://bearworks.missouristate.edu/theses/420
Dissertation/Thesis
