Dyadic Verbal Communication Abilities of Learning Disabled and Normally Achieving Fourth- and Fifth-Grade Boys

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Abstract
This study examined the dyadic verbal communication skills of learning disabled and normally achieving 4th- and 5th-grade boys. The performances of 12 learning disabled children paired with 12 normally achieving children were compared with those of 12 dyads composed only of normally achieving children. The children exchanged information regarding a pattern of blocks under conditions varying the channels available for communication and feedback. All children performed the tasks in both Speaker and Listener roles. A measure of dyadic success was determined. In addition, the language used by the children was examined to obtain information on such variables as information content, response to questions, questions asked, and amount and efficiency of interactions. Dyads involving learning disabled children were found to be less successful and less efficient than those consisting of only normally achieving children. Further, the learning disabled children performed less successfully in certain aspects of the Speaker and Listener roles. Implications for assessment, class performance, and training are discussed.

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