Learning Disabled Children's Communicative Competence on Referential Communication Tasks

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Abstract
Studies using referential communication tasks to assess learning disabled (LD) children's listener and speaker skills are reviewed. Results of these studies indicate that differences in task demands, conversational partners, and sex of subjects influence LD children's communicative competence; nonetheless, important patterns emerge concerning LD children's language skills. LD children do not differ from nondisabled children when given adequate messages, or in situations when there is no opportunity or obligation to provide feedback to partners. However, LD children are less adequate conversational partners than normally achieving children in situations which demand formulating useful descriptions, repairing communicative breakdown, and taking a dominant, assertive position.

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