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Word Learning in School-Aged Childre...

May, Grace E.

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Word Learning in School-Aged Children With and Without Language Learning Disabilities: Differences Between Males and Females.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Word Learning in School-Aged Children With and Without Language Learning Disabilities: Differences Between Males and Females./
Author:	May, Grace E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	48 p.
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822820
ISBN:	9780438001626

Word Learning in School-Aged Children With and Without Language Learning Disabilities: Differences Between Males and Females.
May, Grace E.

Word Learning in School-Aged Children With and Without Language Learning Disabilities: Differences Between Males and Females. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 48 p.

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.A.)--Saint Louis University, 2018.

The purpose of this project was to examine whether biological sex affected short-term memory and inferential word learning in school-age children with and without language learning disability. Using an existing data set, male (n = 7) and female (n = 8) participants with language learning disability were compared to male (n = 10) and female (n = 7) participants with typical language on nonword repetition and dynamic written word learning tasks. Results indicated no statistically significant differences between males and females with or without language learning disability.

ISBN: 9780438001626Subjects--Topical Terms:

520446
Speech therapy.

Word Learning in School-Aged Children With and Without Language Learning Disabilities: Differences Between Males and Females.
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500 $a Source: Masters Abstracts International, Volume: 57-06.
500 $a Adviser: Sara Steele.
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520 $a The purpose of this project was to examine whether biological sex affected short-term memory and inferential word learning in school-age children with and without language learning disability. Using an existing data set, male (n = 7) and female (n = 8) participants with language learning disability were compared to male (n = 10) and female (n = 7) participants with typical language on nonword repetition and dynamic written word learning tasks. Results indicated no statistically significant differences between males and females with or without language learning disability.
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