Patterns of understanding of prepositions among children showing typical language development and children with specific language impairment
Access Status
Open access
Authors
Davies, Sharon M
Date
2012Supervisor
Dr Chris Conlan
Type
Thesis
Award
PhD
Metadata
Show full item recordSchool
School of Education
Collection
Abstract
The study examines how semantic features are configured by children diagnosed with Specific Language Impairment (SLI) and by children showing Typical Language Development (TLD) in their understanding of prepositions. Semantic Feature Analysis was used to analyse the research data. The findings reveal patterns of similarities and differences in the way semantic features are configured by the two cohorts. The study has ramifications for the learning outcomes of children with SLI.
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