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ERIC Number: ED023241
Record Type: RIE
Publication Date: 1967-Sep-1
Pages: 17
Abstractor: N/A
Reference Count: 0
The Performance of Educable Mentally Retarded and Normal Children on a Modified Cloze Task. Studies in Language and Language Behavior, Progress Report V.
Semmel, Melvyn I.; And Others
Two groups of institutionalized public school educable mentally retarded (EMR) children were matched with two groups of average children for mental age (MA, range 60 to 80), and chronological age (CA, range 10 to 14 years) respectively. Each group of 20 subjects completed a modified cloze task. When performances were compared as functions of position of deleted words, sentence types, and grammatical form class of deleted words, results gave a significantly lower mean percent of grammatically meaningful responses for retarded groups (p<.01). All groups performed best when the last word of the four-word sentences were deleted, and the retarded subjects' performance was relatively better than that of matched normal subjects. It was concluded that sequential strategies in processing sentences are probably more characteristic of retarded children than grammatical strategies. Form class was a significant variable (p<.01), and a significant interaction (p<.01) was found between form class and groups with the EMR children from the public school lower than the CA normal group on all form classes (p<.01) and lower than the MA normal group on verbs (P .05) and adjectives (P .01) but not nouns. Of the two retarded groups, the institutionalized mean was significantly lower (p .01), probably because of a more depressed language environment. (Author/SN)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Michigan Univ., Ann Arbor. Center for Research on Learning and Teaching.