Figural and Verbal Creativity in Learning Disabled and Nondisabled Children

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Abstract
Learning disabled (LD) and nondisabled (ND) males and females at four grade levels (1, 3, 5 and 7) were compared on ten measures of figural and verbal creativity. No sex differences were found. In reference to figural creativity, originality was greater for the LD children at all grade levels, while elaboration was greater for the ND children at all grade levels. In reference to verbal creativity, group main effects in favor of the nondisabled were found; however, group x grade interactions revealed higher performance for the LD children at grade 1. This latter finding is discussed in terms of the possible effects of negative reactions of others (e.g., teachers, peers) to the unique verbalizations of young learning disabled children.