Abstract
The Carrow Elicited Language Inventory was used to compare the imitation skills of kindergarten children identified as high risk for learning disability with those of a normal control group. A significant difference was found between the two groups in the total number of errors. Differences were also found in the ability to imitate adjectives, conjunctions, pronouns, and verbs. An incidental finding, failure on the part of many high-risk subjects to imitate interrogative stimuli, is discussed in terms of a processing deficit.
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