Patterns of understanding of prepositions among children showing typical language development and children with specific language impairment
Davies, Sharon M
Dr Chris Conlan
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School of Education
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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