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Teaching pragmatics to language-learning disabled children: a treatment outcome study

Texas Christian University, j.aker{at}tcu.edu

Joan S. Klecan-Aker

Texas Christian University

The purpose of the present investigation was to measure the effects of a treatment programme designed to improve the pragmatic language skills of children with learning disabilities. Subjects were 20 students from a laboratory primary school dedicated to addressing the needs of children with learning disabilities. The children were divided into two groups according to class. Class one consisted of six males and three females, and ranged in age from 7;6 to 9;8. Class two consisted of five males and six females, and ranged in age from 6;5 to 8;1. The methodology consisted of administering a criterion-referenced test measuring language expression, establishing a treatment programme to address the areas of conversation, receptive and expressive internal responses, and qualitative and quantitative descriptions of objects, and measuring the effects of therapy by giving the criterion-referenced test again, under the same conditions as the first administration. Results indicated that the children improved in all three areas targeted.

Child Language Teaching and Therapy, Vol. 16, No. 1, 23-42 (2000)
DOI: 10.1177/026565900001600103


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