The Marking of Ambiguous Referents By Language Delayed/Learning Disabled Adolescents in a Narrative Task

Date of Graduation

Summer 1987


Master of Science in Communication Sciences and Disorders


Communication Sciences and Disorders

Committee Chair

Martin Fishcher


The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups.

Subject Categories

Communication Sciences and Disorders


© Mary Kathryn Anderson