Pragmatics: The Meaning of Verbal Language in Learning Disabled and Nondisabled Boys

Abstract

The semantics usage of LD and non-LD boys in a social situation involving interaction with an adult and peers was analyzed to determine (a) if there were differences of meaning usage between LD and non-LD boys and (b) if LD and non-LD boys switched meaning usage relative to listener age. Employing a semantic feature model and transcripts of verbal language from a parent study, results indicated that overall, LD and non-LD boys were highly similar in meaning usage and showed internal consistency of meaning usage across interaction types. Usage switching occurred infrequently, mostly among non-LDs, and switching was only slightly complementary — LDs and non-LDs adapted usage of Possession meaning to listener age as if taking reciprocal roles. Findings suggest that although remediation in a few areas may help LD boys match non-LD peers' meaning usage and interact more effectively, further research is needed to clarify LD children's use of semantics. Described is a potentially useful application of the present analysis to semantics evaluation and the use of a pragmatics model for remediation. Research in other pragmatics areas is recommended in order to arrive at a differentiation between LD children's language and social deficits.