Abstract
The current study is part of a larger study that focused on within-group classroom discourse patterns of children in special education classes for language impairment (LI). Eleven children with LI aged 7–9 were examined across 4 classroom contexts: dialogic journal-writing, group lesson, peer play and sharing time. Amount and complexity of language produced (mean length of turn, type token ratio), dysfluency (self-correction, self-repetition and speaker overlap) and communicative errors were plotted for visual analysis of profiles of performance. Results showed group differences in amount and complexity of language produced, dysfluency and errors. Profiles revealed individual variation in patterns of performance that tended to cluster into sub-group similarities in amount and complexity of talk, dysfluency and errors. Implications relate to the sub-classification of LI, as well as to assessment of and therapy for such subgroups. Learning outcomes: The reader will be able to consider why within-group patterns offer different and more qualitative information than cross-group comparisons, and understand the need for both approaches to the study of language in atypically developing children. The reader will be able to differentiate between group patterns and individual differences in dimensions of classroom discourse. The reader will be able to appreciate the impact of social context on different dimensions of communication among children with LI in the classroom. The reader will be able to discuss the role that individual differences and group patterns bear on issues of assessment and treatment of LI in the school system.
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