Language Performance of Educable Mentally Retarded and Normal Children at Five Age Levels

Naremore, Rita C.; Dever, Richard B.

doi:10.1044/jshr.1801.82

Cited by 28 publications

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“…Upon reexamination of the literature, it became apparent to the present authors that most of the research on grammatical morphemes in the mentally retarded employed controlled observation procedures based upon Berko's (1958) test that are known to underestimate level of mastery when compared with data derived from speech samples (e.g., Dever, 1972). Furthermore, it is not clear that mentally retarded individuals' mastery of complex sentence structures has been adequately assessed in the literature (see, for example, Naremore & Dever, 1975).…”

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confidence: 94%

Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults

Rosenberg

Abbeduto

1987

Applied Psycholinguistics

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Samples of the communicative behavior of a group of higher-level mentally retarded adults engaged in conversation with peers were examined for indications of mature linguistic competence, specifically, grammatical morpheme and complex sentence use. The findings confirmed the expectation that the eventual level of mastery of these aspects of linguistic competence in higher-level retarded individuals is relatively high. Evidence for a normal developmental progression in the mastery of the grammatical morphemes was also forthcoming. In an analysis of individual complex sentence structures, no relationship was found between relative frequency of use of different types of complex sentences and presumed order of acquisition. However, subjects' ability to combine complex sentences did appear to be related to the presumed order of acquisition, although other factors may have also contributed to this relationship. Unexpectedly, a significant negative correlation was observed between relative frequency of complex sentence use and an estimate of conversational communicative competence. A possible reason for this finding was discussed.On the basis of recent reviews (Rosenberg, 1982(Rosenberg, , 1984, it appears that language (phonological, syntactic, morphological, semantic) development in the retarded begins later, proceeds at a slower rate, and reaches a lower level of competence than it does in CA-matched nonretarded individuals, although the course of language development and the linguistic system acquired are similar in these two populations. Moreover, even when matched on MA, the retarded still tend to perform at a lower level than the nonretarded on certain aspects of language, in particular, grammatical morphology and complex sentences. However, conversational communicative competence (e.g., the ability to take turns, to recognize speech-act obligations) in the retarded, at least when such competence is assessed in situations where cognitive demands can be assumed to be minimal, appears to exceed their mastery of aspects of linguistic knowledge. Indeed, Abbeduto and Rosenberg (1980), on the basis of the results of a study of a

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confidence: 94%

Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults

Rosenberg

Abbeduto

1987

Applied Psycholinguistics

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“…The answer depends heavily upon having a realistic concep.tion of what language capabilities the retarded child has and what they should next learn (Naremore and Dever, 1975).…”

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confidence: 99%

“…2) comprehension skills exceeding ·expressive skills (Sievers and Essa, 1961;Stra~zula, 1966;Cornwall, 1974;Naremore and Dever, 1975); 3) delay of onset of speech and language development (Karlin and Strazzula, 1952;McCarthy, 1964;Jordan, 1966); 4) syntax and morphological skills below age expectations (Brown and Berko, 1960;. Menyuk, 1964;Palermo, and Jenkins, 1964); 5) significantly lower levels of performance in skills of categorization and concept usage (Stephens, 1963;Blount, 1967); 6) limited ability to use abstract language (Karlin and Strazzula, 1952;Strazzula, 1966;Jordan, 1967); and 7) general developmental lags in language development and/or disordered language development (Wewetzer, 1959;Spreen, 1965;Semmel et al, 1968).…”

Section: Language Of the Retardedmentioning

confidence: 99%

A comparative study of the expressive preposition usage of educable mentally retarded children and normals

Shope

2000

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The importance of .successful usage of prepositions to the social, communicative, and academic achievement of the school age child has been documented in the literature. Information on language skills of educable mentally· retarded (EMR) children is of special concern because they represent the sub-group o~ mentally deficient individuals most likely to interact and participa'te in academic settings and community life.The purpose of this study was to investigate·which of 26 prepositions are acquired expressively by.educable mentally retarded children.This study was designed to 'determine i f there was a significant difference between the number of prepo.sitions expressed by an EMR sample and those expressed by normals of similar mental age, and if the same prepositions were used by the two groups at given mental ages. The correlation between chronological age and the number of prepositions expressed by the EMR population was also inves'tigated.2 Thirty-twQ subjects in two mental age groupings participated in this study. At mental age six years (± three months), eigh.t EMR subjects and eight normals were selected. Eight individu~ls also comprised both groups at mental· age eight years(± three months). The Hustead Expre~sive Preposition Test, (HEPT) (Hustead, 1978) was administered to all .subjects.Results showed no statistically significant difference between the EMR ana normal groups at.either mental age in the number of prepositions expressed, i.e., the EMR students general~y were found 'to express the ·same number of prepositio~s as normals of similar mental ages. A moderate correlation between chronological age and the numb~r of prepo-· sitions express~d by the EMR subjects was evident, suggesting experience and maturation could be related to the number of prepositions expressed; however, this relationship could be attributed in part to the older mental age of the children of older chronological age.Comparison of the prepositions used by both groups at mental ages six and eight years revealed more similarities· than dif fere~ces.Generally, the same prepo~itions were used by .the subjects in the control and EMR groups at each mental age. Prepositions were found to develop similarly in number and type for both groups. Results of this study thus tend to indicate a "developmental lag" in usage of prepositions rather than a qualitative or disordered development.3

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“…The production of complex sentence forms by children with mental retardation has also been studied. Generally, these forms have not been the principal target of investigation, but rather are included in studies of a range of syntactic forms (e.g., Bliss, Allen, & Walker, 1978;Graham & Graham, 1971;Lozar, Wepman, & Hass, 1973;Naremore & Dever, 1975; for review, see Rosenberg, 1982;Rosenberg & Abbeduto, 1993). In general, these studies have suggested that the productive language of persons with retardation resembles the productive language of typically developing persons at similar cognitive levels of development.…”

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confidence: 99%

“…Subjects classified as trainable produced no correct embedded sentences. Naremore and Dever (1975) examined the language production of typically developing children at 6, 7, 8, 9, and 10 years of age and children with retardation with corresponding mental ages. Comparisons at the 10-yearold level revealed differences in the production of subordinate clauses, relative clauses, and predicate elaboration, with typically developing children producing higher rates of each.…”

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confidence: 99%

The production of complex sentences by young and older adults with mild to moderate retardation

Fujiki

Brinton

Watson

et al. 1996

Applied Psycholinguistics

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This study examined the ability of young (mean CA = 29 years; SD = 3.67 years) and older adults (CA = 63 years; SD = 5.54 years) with mild to moderate mental retardation to produce complex sentences in naturalistic conversation. All of the complex sentences produced were coded into subcategories of complementation, relativization, or coordination. First, the overall proportion of complex utterances produced by each subject (based on the total number of utterances) was examined. Following this analysis, the well-formed production and productivity of the three general categories of complex sentences were considered. Individual complex sentences were then categorized by developmental level using Rosenberg and Abbeduto's (1987) acquisition scale. No significant differences were observed between the young and older groups.

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Language Performance of Educable Mentally Retarded and Normal Children at Five Age Levels

Cited by 28 publications

References 0 publications

Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults

Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults

A comparative study of the expressive preposition usage of educable mentally retarded children and normals

The production of complex sentences by young and older adults with mild to moderate retardation

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