{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1421"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1421","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"What's Relevant For Children With Language-Learning Disorders?","abstract":"Children with language-learning disorders have difficulty establishing the linguistic rules that govern the use of language. Difficulty in determining what is relevant may be a contributing factor to this inability to establish those linguistic rules. Children with language-learning disorders have difficulty with nonverbal cognitive skills as well as linguistic skills. Encoding, inductive reasoning and analogs have been shown to pose difficulties for these children. Congnitive skills like these all involve separating relevant from irrelevant information on some level, a skill that is important for competent problem solving. In the present study, the ability to determine relevant from irrelevant information in math problems was explored in children with and without language-learning disorders. It was found that children with language-learning disorders did have greater difficulty on problems that required the elimination or irrelevant information.","abstract_html":"Children with language-learning disorders have difficulty establishing the linguistic rules that govern the use of language. Difficulty in determining what is relevant may be a contributing factor to this inability to establish those linguistic rules. Children with language-learning disorders have difficulty with nonverbal cognitive skills as well as linguistic skills. Encoding, inductive reasoning and analogs have been shown to pose difficulties for these children. Congnitive skills like these all involve separating relevant from irrelevant information on some level, a skill that is important for competent problem solving. In the present study, the ability to determine relevant from irrelevant information in math problems was explored in children with and without language-learning disorders. It was found that children with language-learning disorders did have greater difficulty on problems that required the elimination or irrelevant information.","abstract_has_math":false,"creators":["Carter, Shannon L."],"institution":null,"degree_name":"Master of Science in Communication Sciences and Disorders","degree_level":"Masters","degree_discipline":"Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Julie Masterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998-07-01T07:00:00Z","date_published":"1998-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Communication Sciences and Disorders"],"languages":[],"rights":["© Shannon L Carter"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/420","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie Masterson"]},{"key":"dc:creator","label":"Author","values":["Carter, Shannon L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Communication Sciences and Disorders"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication Sciences and Disorders"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Shannon L Carter"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/420"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Children with language-learning disorders have difficulty establishing the linguistic rules that govern the use of language. Difficulty in determining what is relevant may be a contributing factor to this inability to establish those linguistic rules. Children with language-learning disorders have difficulty with nonverbal cognitive skills as well as linguistic skills. Encoding, inductive reasoning and analogs have been shown to pose difficulties for these children. Congnitive skills like these all involve separating relevant from irrelevant information on some level, a skill that is important for competent problem solving. In the present study, the ability to determine relevant from irrelevant information in math problems was explored in children with and without language-learning disorders. It was found that children with language-learning disorders did have greater difficulty on problems that required the elimination or irrelevant information."]},{"key":"dc:title","label":"Title","values":["What's Relevant For Children With Language-Learning Disorders?"]}]}],"canonical_facts":{"dc:contributor":["Julie Masterson"],"dc:creator":["Carter, Shannon L."],"dc:description.abstract":["Children with language-learning disorders have difficulty establishing the linguistic rules that govern the use of language. Difficulty in determining what is relevant may be a contributing factor to this inability to establish those linguistic rules. Children with language-learning disorders have difficulty with nonverbal cognitive skills as well as linguistic skills. Encoding, inductive reasoning and analogs have been shown to pose difficulties for these children. Congnitive skills like these all involve separating relevant from irrelevant information on some level, a skill that is important for competent problem solving. In the present study, the ability to determine relevant from irrelevant information in math problems was explored in children with and without language-learning disorders. It was found that children with language-learning disorders did have greater difficulty on problems that required the elimination or irrelevant information."],"dc:identifier":["https://bearworks.missouristate.edu/theses/420"],"dc:rights":["© Shannon L Carter"],"dc:subject":["Communication Sciences and Disorders"],"dc:title":["What's Relevant For Children With Language-Learning Disorders?"],"thesis:degree_discipline":["Communication Sciences and Disorders"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Communication Sciences and Disorders"]},"updated_at":"2026-07-24T03:15:23Z"}