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Biomedical subjects

F P Roth

Publications and source records attributed to F P Roth.

7 recordsLinked to original sources
PubMed1989

The oral syntactic proficiency of learning disabled students: a spontaneous story sampling analysis.

A comprehensive analysis of syntactic complexity was performed on spontaneously generated oral stories obtained from 93 learning disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0-9:11 (years:months), 10:0-11:11, and 12:0-13:11 age levels. Syntactic complexity was measured using a structural constituent analysis and a T-unit analysis. In direct contrast to the extant LD literature, the results revealed almost identical rates of correct usage and extremely similar patterns of usage between the LD and NA subjects on all measures. Post-hoc analyses indicated that three syntactic structures were used by a significantly greater percentage of NA subjects than LD students. The significance of these findings is discussed with respect to: (a) previous and current characterizations of syntactic abilities of LD students; and (b) the importance of differentiating between statistical and clinical significance for the meaningful interpretation of research data.

Adolescent↗
PubMed1987

Symbolic play and social participation abilities of language-impaired and normally developing children.

The symbolic play and social participation behaviors of 6 language-impaired and 8 normal language-learning children were compared on three measures of play: (a) the Symbolic Play Test (Lowe & Costello, 1976), (b) the Brown-Lunzer Scale (Brown, Redmond, Bass, Liebergott, & Swope, 1975), and (c) the Scale of Social Participation in Play (Tizard, Philps, & Plewis, 1976). Subject groups were equated for MLU (Brown, 1973), Developmental Sentence Scoring (Lee, 1974), and performance on the Test of Auditory Comprehension of Language (Carrow, 1973). Results indicated that the language-impaired subjects demonstrated significant deficits in symbolic, adaptive, and integrative play behaviors in comparison with the linguistically equivalent normal subjects. The language-impaired group also evidenced significantly more nonplay and significantly less solitary and parallel play than their normal peers. Findings are discussed with respect to the developmental relationship between language and cognition.

Child↗
PubMed1986

Narrative discourse: spontaneously generated stories of learning-disabled and normally achieving students.

Spontaneously generated oral stories were obtained from 93 learning-disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0-9:11, 10:0-11:11, and 12:0-13:11 age levels. The stories were analyzed using an adapted version of Stein and Glenn's (1979) story grammar. The results showed significant group and age differences. The stories told by the LD subjects contained fewer propositions and complete episodes and contained significantly fewer Minor Setting statements than those of their NA peers. Within an episode, the LD subjects were less likely to include Response, Attempt, and Plan statements than the NA counterparts. Group differences were also found in the area of interepisode relations. The major age-related findings were an increased occurrence of complete episodes and a greater frequency of embedded episodes as a function of increasing age. Findings are discussed with regard to the development of oral narration abilities. Explanations are offered to account for the storytelling deficits exhibited by the LD subjects.

Adolescent↗
PubMed1984

Clinical evaluation of language functions (CELF) diagnostic battery: an analysis and critique.

To summarize, the main strengths of the CELF are the clarity with which the manual describes the subtests and the instructions provided for test administration. Major concerns center on the absence of a theoretical framework as a basis for the selection of language skills assessed, the use of only "normal" children in the standardization sample, the lack of scoring criteria for one subtest, the seemingly incorrect weighting system for another, and minimal evidence of test reliability and validity.

Adolescent↗