Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Grogan, S. C.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Grogan, S. C.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Nonverbal Communication in Children with Reading Problems

Sarah C. Grogan

Sarah C. Grogan research fellow in the School of Psychology, Lancashire Polytechic, Preston. Eng land. She received her PhD in psychologv from University College Card8 Wales. She is currently involved in a longitudinal study of cognitive abilities and reading problems in children aged 4 to 8 years. Addre.ss: Sarah C. Grogan, School of Psychology, Leighton Building Lancashire Polytechic, Preston, Luncashire PRl 2TQ England.

Nonverbal communication was investigated in poor readers and matched adequate readers. Contrary to expectations, poor readers did not differ from adequate readers on duration of smiling or gaze during a video-recorded interview with an adult. However, they made significantly more filled pauses during the interview than adequate readers, F(1,54) = 9.65, p < 0.004. Topic of conversation had a significant effect on nonverbal behavior. Irrespective of reading ability, children talked more, smiled more, and spent more time looking at the interviewer when talking about out-of-school compared with in-school activities, F(5,50) = 5.67, p < 0.001. Implications for poor readers' social interactions in the classroom are discussed.

Journal of Learning Disabilities, Vol. 21, No. 6, 364-369 (1988)
DOI: 10.1177/002221948802100608
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
J. C. Lapadat
Pragmatic Language Skills of Students with Language and/or Learning Disabilities: A Quantitative Synthesis
J Learn Disabil, March 1, 1991; 24(3): 147 - 158.
[Abstract] [PDF]