Oral bound-morpheme skills of school-age, language-learning disabled and normal language children

Persistent Link:
http://hdl.handle.net/10150/278328
Title:
Oral bound-morpheme skills of school-age, language-learning disabled and normal language children
Author:
Daily, Stacy Lynn, 1967-
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This 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.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Language, General.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College
Degree Grantor:
University of Arizona
Advisor:
Swisher, Linda

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleOral bound-morpheme skills of school-age, language-learning disabled and normal language childrenen_US
dc.creatorDaily, Stacy Lynn, 1967-en_US
dc.contributor.authorDaily, Stacy Lynn, 1967-en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.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.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectLanguage, General.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSwisher, Lindaen_US
dc.identifier.proquest1353094en_US
dc.identifier.bibrecord.b2758799xen_US
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