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Paradigmatic Language Training for Learning Disabled Children

Lora M. Cartelli took her degree in special education from the University of Georgia. At present she is conducting research into the application of paradigmatic language training to autistic and severely emotionally disturbed children. She teaches emotionally disturbed children in the Broward County, Florida, schools and is adjunct professor of special education at Nova University. Request for reprints should be sent to her at 2414 Lee St., Hollywood, Fla. 33020.

In last month's Journal, Suiter and Potter demonstrated that like normals, LD children use categories to organize material for recall. Similarly, this article shows that LD children can benefit from preorganized material and that the positive effects are not lost soon after teaching, as is often reported in clinical observations of LD children. These studies may suggest avenues of strength—avenues differing in their conceptual level as opposed to their modality — which can be used in the teaching process. — G.M.S.

The effect that training paradigmatic language structures has upon the reading process is investigated with LD children. The effects of intelligence, special training, and training over time were analyzed in a pretest-posttest control group design. Findings reveal that paradigmatic thought products are both testable and teachable structures and are inherent in both oral and written communication. Children who received training made rapid and positive gains on all criterion measures, and gains were residual over time. It appears that the ability to manipulate and apply paradigmatic operations has a favorable effect upon the understanding of written language and helps LD children to process and organize information.

Journal of Learning Disabilities, Vol. 11, No. 5, 313-318 (1978)
DOI: 10.1177/002221947801100508


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