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Abstract

This study was designed to explore the relation between specific language skills and visual imagery skills of children with language disabilities. The subjects were 15 language-learning-disabled (LLD) and 15 normally achieving children (aged 6–6 to 8–9) with nonverbal IQ scores in the average range. All subjects' language skills were measured by the Test of Language Development-Primary (TOLD-P). Subjects were also presented with three multiple-choice tasks involving the imagined movement and/or rotation of geometric figures. An analysis of covariance (controlling for perceptual discrimination of the task designs) showed a significant difference between groups in accuracy of performance on the imagery tasks. For the LLD group, a significant positive correlation was found between the severity of the language disability (TOLD-P total score) and accuracy on two of the three imagery tasks (with nonverbal IQ controlled). Imagery ability was found to be related more strongly to a measure of semantics than to syntax. Performance on one imagery task was also related significantly to reading achievement. Implications of imagery deficits for academic performance are discussed in terms of the value of imaging for comprehension.

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Visual Imagery Skills and Language Abilities of Normal and Language-Learning-Disabled Children

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References