Perception and Interpretation of Explicit Negations by Learning-Disabled Children and Adolescents

Abstract

The present study evaluated and compared the perception and interpretation of 21 explicit negative sentences by 15 learning disabled third graders and 15 controls, 20 learning disabled adolescents and 20 controls, and 16 randomly selected adults. The proportions of correct interpretations of the experimental sentences did not differ significantly among subject groups. In a similar vein the proportions of correct responses to individual test items did not differ significantly. The findings suggest that the learning-disabled third graders and adolescents adequately perceived the stressed negated elements and interpreted the meanings of the explicit negative sentences appropriately. These findings conflict with previous observations that dyslexic children experienced problems in processing prosodic suprasegmental features (Vogel, 1974).

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