Abstract
This study was designed to determine the influence of otitis media on the language performance of learning-disabled children and non-learning-disabled children.Four experimental groups were used, viz: learning-disabled children, divided into those with and without a history of recurrent otitis media and average academic achievers again divided into those with and without a history of recurrent otitis media. The language performance of each experimental group was determined using the Clinical Evaluation and Language Function (Wiig and Semel, 1980).The results indicate that recurrent otitis media impaired the receptive and expressive language performance of the subjects used in this study. The impairment of receptive language was greater than for expressive language. Implications for diagnosis, treatment and further research are discussed.
Highlights
This study was designed to determine the influence of otitis media on the language performance of learning-disabled children and nonlearning-disabled children
The results entail an evaluation of the applicability of the CELF to the 4 experimental groups, a description of the level of language performance of each experimental group and an evaluation of intergroup tendencies
This study indicates that the CELF appears to be applicable to the South African population of English-speaking schoolage children
Summary
This study was designed to determine the influence of otitis media on the language performance of learning-disabled children and nonlearning-disabled children. The results indicate that recurrent otitis media impaired the receptive and expressive language performance of the subjects used in this study. Die taalvermoens van elke eksperimentele groep is bepaal met die "Clinical Evaluation of Language Function" (Wiig en Semel, 1980). Die resultate het getoon dat herhaalde episodes van otitis media 'n negatiewe invloed het op die respektiewe en ekspressiewe taalvermoens van die proefpersone gebruik in hierdie studie. Learning-disabled children exhibit specific communication problems and are at present referred to as "specific language impaired children "I or "language learning impaired children" (Wiig and Semel, 1982; Sak and Ruben, 1982). Its influence on the language development of learning impaired children has, been neglected in the literature
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