Word-Finding Substitutions in Children with Learning Disabilities Measures designed to explore word-finding ability were administered to 8–11-year-old learning-disabled and normal-learning children. Three stimulus contexts and high- and low-frequency words were used. In addition, characteristics secondary to the word-finding process were analyzed. Certain substitution types and secondary characteristics emerged as specific to learning-disabled children. These findings have practical ... Research Article
Research Article  |   October 01, 1982
Word-Finding Substitutions in Children with Learning Disabilities
 
Author Notes
  • Diane J. German, Ph.D., is affiliated with the National College of Education in Evanston, IL. Requests for reprints should be sent to her at 2840 Sheridan Road, Evanston, IL 60201.
    Diane J. German, Ph.D., is affiliated with the National College of Education in Evanston, IL. Requests for reprints should be sent to her at 2840 Sheridan Road, Evanston, IL 60201.×
Article Information
Research Articles
Research Article   |   October 01, 1982
Word-Finding Substitutions in Children with Learning Disabilities
Language, Speech, and Hearing Services in Schools, October 1982, Vol. 13, 223-230. doi:10.1044/0161-1461.1304.223
History: Received August 6, 1979 , Accepted August 11, 1981
 
Language, Speech, and Hearing Services in Schools, October 1982, Vol. 13, 223-230. doi:10.1044/0161-1461.1304.223
History: Received August 6, 1979; Accepted August 11, 1981

Measures designed to explore word-finding ability were administered to 8–11-year-old learning-disabled and normal-learning children. Three stimulus contexts and high- and low-frequency words were used. In addition, characteristics secondary to the word-finding process were analyzed. Certain substitution types and secondary characteristics emerged as specific to learning-disabled children. These findings have practical implications for the diagnosis and remediation of word-finding problems in learning-disabled children.

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