HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Moran, M. R. Articles by Byrne, M. C. Search for Related Content PubMed PubMed Citation Articles by Moran, M. R. Articles by Byrne, M. C.

Mastery of Verb Tense Markers by Normal and Learning-Disabled Children

Sixty learning-disabled children with a mean age of 7-11 and 60 children in regular classes with a mean age of 7-10 were given a tense marker test to elicit future, present, and past tense markers for 50 verbs organized into 10 categories based on the operation required to form the past tense. Results indicated that both normal and learning-disabled children had achieved control of future, present, and /-d/ and /-t/ past tense markers. Neither group has mastered the /-d/ nor seven categories of irregular past tense markers. Children in regular classes showed significantly higher correct responses across 10 categories of past tense items. Analysis of error patterns indicated that learning disabled children used a different pattern of responses and a different set of rules to mark past tense. This study shows the need for data on the linguistic status of normally developing children above the age of seven, if we are to make any inferences about the performance of children whose development is deviate.