Abstract
Measures designed to explore word-finding ability were administered to 8–11-year-old learning-disabled and normal-learning children. Three stimulus contexts and high- and low-frequency words were used. In addition, characteristics secondary to the word-finding process were analyzed. Certain substitution types and secondary characteristics emerged as specific to learning-disabled children. These findings have practical implications for the diagnosis and remediation of word-finding problems in learning-disabled children.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
