Abstract
This study examined the verbal language complexity and styles of learning disabled and nondisabled boys in social interactions with an adult and with a peer to determine if LD boys' verbal language complexity and styles differed from those of non-LD boys and to determine if LD boys could adapt their verbal language complexity and styles to age of listener. Results indicated that (a) LD boys had less complex verbal language, (b) they could adjust verbal language and style to listener, and (c) both LDs and non-LDs showed particular, complementary communication styles. Findings suggest strategies for remediation and further research in pragmatics.
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