Diagnosis of word-finding disorders in children with learning disabilities.

Abstract

This investigation compared the naming abilities of learning disabled children diagnosed as having word-finding problems with learning disabled and normal children assessed as having good expressive language skills. Naming ability was measured on low-and high-frequency nouns in convergent, intrasensory and intersensory naming contexts. Comparisons of word-finding skills between groups, frequency of occurrence, and conditions were made with respect to response time, errors, substitution types, and secondary characteristics. Learning disabled children with word—finding problems manifested significantly more errors, secondary characteristics, longer response times, as well as unique substitution types, while learning disabled children without word-finding problems performed similarly to their normal peers. A diagnostic model for word-finding disorders was recommended.