Thesis Title

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

Subject Categories

Communication Sciences and Disorders

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.

Copyright

© Shannon L Carter

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Dissertation/Thesis

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