ERIC Number: ED204945
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Comprehension of Temporal References in Normal and Learning Disabled Children.
The study involving 54 learning disabled (LD) students (7 to 11 years old) and 54 regular class students (3 to 7 years old) investigated the developmental patterns for the comprehension of complex temporal references. Three types of stimulus sentences were designed to test the comprehension of temporal references employing the temporal conjunctions "before" and "after" in the main clause/subordinate clause structure: simple sequential (SS), reverse sequential (RS), and implicit event (IE) sentences. Based upon the sentences developed, six sets of pictures were produced with each set containing three pictures depicting everyday events. SS, RS, and IE sentences were presented with the six sets of stimulus pictures. Among findings was that the LD groups were highly variable in terms of the standard deviations and the range of scores in their performance. Some LD children are delayed in their mastery of comprehension skills and others are not. (SB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (59th, New York, NY, April, 1981, Session B-7).