Social Communication in Learning Disabled Students

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Abstract
The language productions of two learning disabled students and two nondisabled peers were submitted to length of utterance and pragmatic analyses. Using change in Mean Length of Utterance as a criteria, it was determined that LD students did not code-switch while the nondisabled peers did. A pragmatic analysis of each child's language production resulted in few categorical differences; rather, each child appeared to possess his own particular conversational style. As a group, the LD subjects made more personal and fewer imaginative statements when talking with nondisabled peers.