ERIC Number: ED255015
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
Referential Communicative Effectiveness of Learning Disabled Children.
Seidenberg, Pearl L.
The effect of both age and task variables on the referential communicative effectiveness of 60 learning disabled elementary school children was investigated. The importance of metacognitive factors, in this case spontaneous comparison activities, in accounting for learning disabled children's communication difficulties was also examined. Ss were given two tests of dissimilar and similar word-pairs with one word in each pair designated as the referent. They were asked to communicate a single word clue that would enable a listener to identify the referent. Findings of the study indicated that the learning disabled children were effective in communicating the dissimilar word-pair referents, requiring only sampling activities. However, on the similar word-pair task, requiring both sampling and comparison activities, their performance showed no significant improvement with age. Results of the study indicated that metacognitive factors appear to play an important role in the development of referential communicative effectiveness among learning disabled children. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Referential Communication
Note: Paper presented at the Conference of the Northeastern Educational Research Association (Ellenville, NY, October 24-26, 1984).