The Marking of Ambiguous Referents By Language Delayed/Learning Disabled Adolescents in a Narrative Task

The ability to appropriately mark ambiguous referents was evaluated for 31 language-delayed and/or learning-disabled adolescents, and for 11 normally-achieving, normal language learning adolescents and preadolescents. Each subject was shown a series of 5 television cartoons and asked to narrate the ongoing activity to a listener. The subjects' narrations were transcribed, and the percentages of 6 appropriately marked reference types were calculated for each subject and analyzed using a Kruskal-Wallis one-way analysis of variance by ranks. Results indicated no significant differences between the subject groups in percentage of appropriately marked referents. Further results suggested a significantly lower percentage of appropriately marked animate later-mention referents in 3 of 6 subject groups.

Name thesis:degree_name

Master of Science in Communication Sciences and Disorders

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Communication Sciences and Disorders

Year

1987

Author dc:creator

• Anderson, Mary Kathryn

Contributors dc:contributor

• Martin Fishcher

• Communication Sciences and Disorders

Statement dc:rights

• © Mary Kathryn Anderson

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/73

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1074