Oral bound-morpheme skills of school-age, language-learning disabled and normal language children
AuthorDaily, Stacy Lynn, 1967-
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PublisherThe University of Arizona.
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AbstractThis study tested the hypothesis that oral bound-morpheme impairment is characteristic of school-age children with a language-based learning disorder. Ten school-age children (Mean age: 10:3) classified as language-learning disabled and ten controls (Mean age: 9:9) classified as "normal language" were presented with four tasks that assessed oral bound-morpheme skills. A two-way analysis of variance revealed significant group and task differences. Fisher a priori tests indicated significant group differences on three tasks: a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound morphemes, and a measure of ability to learn novel bound morphemes. The findings suggest that the core deficit underlying the oral bound-morpheme impairment does not resolve with maturation and experience.