| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
|
|
|
|||||||
|
|||||||||
windsor{at}umn.edu
The purpose of this study was to investigate the use of verb and noun morphology in school-age children's spoken and written language. Sixty children, with and without language learning disabilities (LLD), each produced 2 spoken and 2 written language samples. The children's accuracy in using morphemes that mark verb finiteness (regular past tense, 3rd person singular present tense, copula, and auxiliary BE) was compared with their accuracy in using noun morphology (regular plural, possessive, articles). As would be expected, the typically achieving children, who were aged 7 to 12 years, had mastered the verb and noun morphology in spoken and written samples. The children with LLD, aged 10 to 12 years, also showed high accuracy in the spoken samples. On the other hand, they showed substantial difficulty in the written samples with the regular past tense, with errors in 26% of obligatory contexts. However, the children with LLD also had difficulty with the regular plural, with errors in 12% of obligatory contexts. For both the regular past tense and plural, all errors were errors of omission. These results indicate that finiteness marking remains an area of relative difficulty, but perhaps not the only grammatical difficulty, for children with language impairments in the school years.
KEY WORDS: language learning disabilities, morphology, children, written language
Submitted on January 28, 2000
Accepted on July 28, 2000
CiteULike 
Connotea 
Del.icio.us 
Digg 
Facebook 
Reddit 
Technorati 
Twitter What's this?
This article has been cited by other articles:
|
|
 |
|
  L. Green The Nature of Writing Difficulties in Students With Language/Learning Disabilities Language Learning and Education, March 1, 2009; 16(1): 4 - 8. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
C. M. Scott and N. W. Nelson Sentence Combining: Assessment and Intervention Applications Language Learning and Education, March 1, 2009; 16(1): 14 - 20. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 S. Pruitt and J. Oetting Past Tense Marking by African American English-Speaking Children Reared in Poverty J Speech Lang Hear Res, February 1, 2009; 52(1): 2 - 15. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 K. A. Scott, J. A. Roberts, and R. Krakow Oral and Written Language Development of Children Adopted From China Am J Speech Lang Pathol, May 1, 2008; 17(2): 150 - 160. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
M. L. Rice, C. L. Taylor, and S. R. Zubrick Language Outcomes of 7-Year-Old Children With or Without a History of Late Language Emergence at 24 Months J Speech Lang Hear Res, April 1, 2008; 51(2): 394 - 407. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
A. J. Owen and L. B. Leonard The Production of Finite and Nonfinite Complement Clauses by Children With Specific Language Impairment and Their Typically Developing Peers J Speech Lang Hear Res, June 1, 2006; 49(3): 548 - 571. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 T. L. Hutchins, M. Brannick, J. B. Bryant, and E. R. Silliman Methods for controlling amount of talk: Difficulties, considerations and recommendations First Language, October 1, 2005; 25(3): 347 - 363. [Abstract] [PDF]
|
|
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
| All ASHA Journals | AJA | AJSLP | JSLHR | LSHSS |
