A Comparative Cohort-Sequential Study of Language-Impaired and Normally Language Developing 1st to 9th Graders.

Scholer, Hermann; And Others

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Peer reviewed

ERIC Number: EJ370459

Record Type: Journal

Publication Date: 1987

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A Comparative Cohort-Sequential Study of Language-Impaired and Normally Language Developing 1st to 9th Graders.

Scholer, Hermann; And Others

International Journal of Rehabilitation Research, v10 n3 p338-39 1987

This research is testing the suggestion that acquisition and representation of formal language knowledge of dysphasic children is qualitatively different from the normal language acquisition/representation processes. In a cohort-sequential design, aspects of language and cognitive development of 120 dysphasic children aged 6-14 are being analyzed and compared with controls. (JDD)

Descriptors: Child Language, Cognitive Development, Cohort Analysis, Comparative Analysis, Elementary Education, Expressive Language, Junior High Schools, Language Acquisition, Language Handicaps, Language Processing, Receptive Language

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers; Practitioners

Language: English

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