Word-Finding Substitutions in Children with Learning Disabilities

Abstract
Measures designed to explore word-finding ability were administered to 8–11-year-old learning-disabled and normal-learning children. Three stimulus contexts and high- and low-frequency words were used. In addition, characteristics secondary to the word-finding process were analyzed. Certain substitution types and secondary characteristics emerged as specific to learning-disabled children. These findings have practical implications for the diagnosis and remediation of word-finding problems in learning-disabled children.

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