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The purpose of this study was to identify the differences in the reading behaviors of subgroups of learning disabled children and of normal children.The null hypothesis tested in this study explored differences in the performances of learning disabled subgroups and normal children in the following areas: graphic similarity, sound similarity, grammatical function, comprehension pattern, grammatical relationships and retelling score. These areas were measured by the use of the Reading; Miscue Inventory and the Analytical Reading Inventory.Ninety students were chosen to participate in the study. Fifty-eight learning disabled students were classified either Learning Disabled - No Discrepancy or Learning Disabled - Discrepancy according to scores obtained on the Wechsler Intelligence Scale for Children - Revised. Thirty-two average students were chosen by a teacher questionnaire.Multivariate analysis of variance was used to assess between group differences. Since the null hypothesis was rejected, pest hoc pairwise comparisons were conducted tc determine which pairs of means were responsible for the overall rejection. Only the difference in the Sound Similarity measure for the normal group and the LD-N subgroup emerged as clearly contributing to that rejection. Although the Retelling measure was also found to contribute significantly, this difference was not explained by any of the pairwise comparisons.

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In 1971, Lee and Canter developed a systematic tool for assessing children's expressive language: Developmental Sentence Scoring (DSS). It provides normative data against which a child's delayed or disordered language development can be compared with the normal language of children the same age. A specific scoring system is used to analyze children's use of standard English grammatical rules from a tape-recorded sample of their spontaneous speech during conversation with a clinician. The corpus of sentences for the DSS is obtained from a sample of 50 complete, different, consecutive, intelligible, non-echolalic sentences elicited from a child in conversation with an adult using stimulus materials in which the child is interested. There is limited research on the reliability of language samples smaller and larger than 50 utterances for DSS analysis. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for children aged 6.0 to 6.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, were chosen as subjects.

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The focus of this study was the Developmental Sentence Scoring (DSS), developed by Lee and Canter (1971) and Lee (1974). The DSS is used to analyze a corpus of 50 utterances according to eight grammatical categories. Once a DSS score is determined for an individual child, that child's performance can be compared to that of his/ her peers, using the normative data provided by Lee (1974), and reported by Koenigsknecht (1974). This normative data has been widely used both clinically, and in research projects with little regard for the validity of the norms when applied outside the Midwest, where it was originally normed.

The present study sought to determine the effect different stimulus material has on the language elicited from children. Its purpose was to determine whether a significant difference existed among language samples elicited three different ways when analyzed using DSS. Eighteen children between the ages of 3.6 and 5.6 years were chosen to participate in the study. All of the children had normal bearing. normal receptive vocabulary skills and no demonstrated or suspected physical or social delays. Three language samples. each elicited by either toys. pictures. or stories. were obtained from each child. For each sample. a corpus of 50 utterances was selected for analysis and analyzed according to the DSS procedure as described by Lee and Ganter (1971).

Most of the previous published research involving intelligibility has focused on persons with various disabilities or delays. Minimal research has been conducted on intelligibility in young children with no diagnosed speech and/ or language disorders. The result is a gap in normative data by which to set a standard to judge speech as being at an acceptable level of intelligibility for a particular age group. The focus of this pilot study was to collect normative data on the intelligibility of young children, ages 3:6 ±2 months, with no diagnosed speech and/or language disorder. ~ Thirteen subjects, ages 3:6 ±2 months, were recruited from the greater Portland/Vancouver area. These subjects were screened for normal development in speech sound production, expressive/receptive language, and hearing. It was also established that English was the primary language spoken in the home. Resonance, voice quality, and fluency were informally assessed by the researcher during the course of the session and found to be normal. The 100-word speech samples were collected by the researcher on audiotape and later played back to two listeners, who were familiar with the topic but unfamiliar with the speaker. The listeners orthographically transcribed the samples and a comparison was made by the researcher between the two sets of written transcriptions. This comparison provided the percentage of intelligible words, out of a possible 100, which were understood by both listeners. The results showed the mean intelligibility percentage for 31/2-year-old children with no diagnosed speech and/or language disorders to be 88% (SD = 5.7%) with a range of intelligibility from 76% to 96 % . Both the mode and the median for this sample were 90 % . Several other variables were addressed as points of interest but the comparisons were not investigated in depth. The focus of this study was to collect, in a methodically documented manner, normative data on intelligibility in 3 1/2-year-olds. When the results from this study are compared to the only other available data (Weiss, 1982), they were found to fall within 1 SD of each other (SD = 5.7%), indicating that there are no measurable differences between the findings.