Abstract
Bound-morpheme skills of school-age, language-impaired (LI) children were explored with three tasks designed to assess multiple dimensions of this component of language. Ten English-speaking, school-age LI children (Mean age: 10:3) and ten children with normal language (Mean age: 9:9) served as subjects. A two-way analysis of variance revealed significant group differences. Fisher a priori testing documented significant group differences for a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound-morphemes to novel words, and a measure of ability to learn novel bound-morphemes attached to novel words. The findings indicate that core features of developmental language impairment in preschool children-poor ability to learn, to use, and to generalize bound-morphemes-are also present in school-age, LI children.
Original language | English (US) |
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Pages (from-to) | 265-279 |
Number of pages | 15 |
Journal | Journal of Communication Disorders |
Volume | 27 |
Issue number | 4 |
DOIs | |
State | Published - Dec 1994 |
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Linguistics and Language
- Cognitive Neuroscience
- Speech and Hearing
- LPN and LVN