Bound-morpheme skills in the oral language of school-age, language-impaired children |
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Authors: | Stacy Bellaire Elena Plante Linda Swisher |
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Affiliation: | The Child Language Laboratory, University of Arizona, Tucson, Arizona, USA |
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Abstract: | Bound-morpheme skills of school-age, language-impaired (LI) children were explored with three tasks designed to assess multiple dimensions of this component of language. Ten English-speaking, school-age LI children (Mean age: 10:3) and ten children with normal language (Mean age: 9:9) served as subjects. A two-way analysis of variance revealed significant group differences. Fisher a priori testing documented significant group differences for a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound-morphemes to novel words, and a measure of ability to learn novel bound-morphemes attached to novel words. The findings indicate that core features of developmental language impairment in preschool children—poor ability to learn, to use, and to generalize bound-morphemes—are also present in school-age, LI children. |
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