Rhythm and language in children with moderate learning difficulties.

Abstract

The relationship between rhythmic ability, syllabic structure in the production of single words and two-word phrases, and overall language ability was assessed in a group of 22 children, aged between 4;0-8;0, with moderate learning difficulties in the absence of gross sensory, motor or behavioural difficulties. It was predicted that rhythmic ability would correlate significantly both with syllable production and with overall language attainment. We further predicted that clapping to highlight syllable number and rhythm would significantly improve syllable production. The first hypothesis was supported in so far as rhythmic ability correlated significantly with syllable production. However, rhythmic ability did not correlate significantly with overall language attainment. The second hypothesis was supported. The results are discussed in terms of their theoretical implications for our understanding of language development in children with moderate learning difficulties and in terms of their practical implications for therapy.