Linguistic stress judgments of language learning disabled students
Journal of Communication Disorders
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.
Original Publication Date
DOI of published version
Highnam, Cliff and Morris, Valerie, "Linguistic stress judgments of language learning disabled students" (1987). Faculty Publications. 4740.