Word-Finding Skills in Children with Learning Disabilities

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Abstract
This study investigated word-finding skills in learning disabled children. Subjects were administered measures designed to explore word-finding ability in three stimulus contexts for high- and low-frequency words. Comparisons between conditions and target-word frequency were made with respect to mean response time and number of errors. The results indicated that learning disabled children manifested significantly more word-finding errors than normal learning children. There was also a main effect for target-word frequency and stimulus context. More errors and longer response times occurred on low-frequency words, and a hierarchy of difficulty for stimulus context was identified for both indices. These results have practical implications for word-finding skills in the learning disabled children.