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Journal of Learning Disabilities
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Language Problems in Children with Learning Disabilities

Do They Interfere with Maternal Communication?

Anna-Maija Poikkeus

University of Jyväskylä, Finland, poikkeus{at}psyka.jyu.fi

Timo Ahonen

Niilo Mäki Institute

Vesa Närhi

University of Jyväskylä, Niilo Mäki Institute

Paula Lyytinen

University of Jyväskylä

Helena Rasku-Puttonen

Department of Teacher Education at the University of Jyväskylä

In this study, parent-child interaction in two carefully matched subgroups—school—age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups.

Journal of Learning Disabilities, Vol. 32, No. 1, 22-35 (1999)
DOI: 10.1177/002221949903200103
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[Abstract] [PDF]