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ERIC Number: ED227631
Record Type: RIE
Publication Date: 1981-Jul
Pages: 23
Abstractor: N/A
Reference Count: 0
Does Learning Disabled Equal Language Disabled?
Haber, Lyn
Twenty-nine learning disabled (LD) students in grades 1-4 were compared with non-LD students on comprehension of relative clauses. Ss were given baseline, 2-way, and 3-way reversible sentences to test comprehension and examine strategy differences. Results showed that LD students performed more poorly than non-LD students for all sentence types at each grade level. However, the question of whether LD necessarily involves a language deficit was not resolved because of the overlapping distribution of scores within each grade. The author suggests that attention deficits detected during testing may be responsible for some of the test scatter. (CL)
Chicago Linguistic Society, The University of Chicago, Classics 314 A, 1050 E. 59th St., Chicago, IL 60637 ($8.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A