An Effect of Modeling and Imitation Teaching Procedures on Children with and without Specific Language Impairment

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Abstract
Following a treatment program in which an invented morpheme was taught through either imitation or modeling procedures, the generalization of 40 specific language-impaired children was compared to that of 40 children learning language normally. The results of the comparison indicated that the two teaching procedures have opposite relative effects on the two groups. The abnormal group generalized more extensively following imitation teaching while the normal group generalized more extensively following modeling teaching. The opposing results of the two procedures on the two groups suggest that language-impaired children will benefit more from teaching strategies that are adapted to their unique learning styles than from strategies fashioned after the styles of children who learn language normally.

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