Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 ... Reports
Reports  |   August 01, 1988
Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children
 
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Article Information
Reports   |   August 01, 1988
Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children
Journal of Speech and Hearing Disorders, August 1988, Vol. 53, 316-327. doi:10.1044/jshd.5303.316
History: Received July 17, 1987 , Accepted October 21, 1987
 
Journal of Speech and Hearing Disorders, August 1988, Vol. 53, 316-327. doi:10.1044/jshd.5303.316
History: Received July 17, 1987; Accepted October 21, 1987

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

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