Year of Award

1982

Document Type

Thesis

College

College of Education and Allied Health

Degree Name

Master of Science (MS)

Department

Communication Disorders and Deaf Education

Abstract

The purpose of the study was to compare performance of children without a language disorder and language-disordered children in regard to cerebral dominance. The cerebral dominance was established by counting right ear responses to dichotically presented CVC syllables. Five children without a language disorder and five children with a diagnosed language disorder were given a prior training session. Two scorers then recorded the responses to 30 dichotically presented CVC pairs during the testing session. The results showed a significant difference between the five year old language-disordered children and the five-year-old children without a language disorder in identifying dichotically presented CVC syllables. Results from the study implied that tasks of auditory perception should precede language therapy and a dichotic listening test should accompany each language evaluation.

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