A Study of Three Mexican American Children Labeled Language-Disordered

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Abstract
Three Mexican American children who were labeled language disordered were observed for four months in their communicative interaction as it existed within the home, neighborhood, and school environments. The purpose of the study was: (1) to examine and describe the communicative competence of the three children who had been labeled as language-disordered; and (2) compare the perceptions of clinicians with those of parents and the children’s observed communicative competencies in naturalistic settings. The results indicated that linguistic, discourse, and social competencies differed for two children who were not seen by the parents as language-disordered and the one child who was believed by the parents to be language- disordered. The conclusion of the study suggested that two of the three children studied were not language-disordered but had limited exposure to the English language. The third child was language-disordered.

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