Linguistic Stress Judgments Of Language Learning Disabled Students

Authors

Cliff Highnam, University of Northern IowaFollow
Valerie Morris, University of Northern Iowa

Document Type

Article

Journal/Book/Conference Title

Journal of Communication Disorders

Volume

20

Issue

2

First Page

93

Last Page

103

Abstract

This study compared the ability of language learning disabled children and sex/age matched normals to judge the correctness of linguistic stress. Subjects were presented with prerecorded pairs of question-answer trials. In one series they were asked to judge the appropriateness of linguistic stress for each pair. In a second series, they judged semantic appropriateness of the pairs in order to provide a linguistic point of reference for their understanding of the questions. An analysis of variance indicated that the linguistic stress task was more difficult than the semantic interpretation task (p < .001) and that normal children performed significantly better than LD children on both tasks (p < .05). Discussion of the data includes interpretation from both perceptual deficit and symbolic deficit perspectives. © 1987.

Department

Department of Communicative Disorders

Original Publication Date

1-1-1987

DOI of published version

10.1016/0021-9924(87)90001-3

Recommended Citation

Highnam, Cliff and Morris, Valerie, "Linguistic Stress Judgments Of Language Learning Disabled Students" (1987). Faculty Publications. 4740.
https://scholarworks.uni.edu/facpub/4740