Date of Award
8-1996
Degree Name
Master of Arts
Department
Speech, Language and Hearing Sciences
Department
Speech Pathology and Audiology
First Advisor
Dr. Nickola W. Nelson
Second Advisor
Dr. Candis Warner
Third Advisor
Dr. Troy Mariage
Access Setting
Masters Thesis-Open Access
Abstract
This study was designed to analyze the differences in the self-talk of students with language impairments when compared with students with normal language. Nine fifth grade students with language impairments and nine fifth grade students with normal language, identified by their teachers as average-achieving, participated in this study. Participants were instructed to use a think-aloud technique while completing sets of computational and math story problems. Resulting samples of self-talk were transcribed and coded.
Results indicated several significant differences in the self-talk of students with language impairments when compared with their normal language peers. In regard to quantitative aspects of self-talk, students with language impairments used fewer total words, different words, personal pronouns, and completed fewer problems than their normal language peers. In regard to problem solving choices, students with language impairments were off track more often and on track less often than their normal language peers. In regard to self-regulatory talk, students with language impairments made fewer evaluating and confirming statements than their normal language peers.
Recommended Citation
Crouse, Jennifer Shepard, "Differences in the Self-Talk of Students with Language Impairments when Completing Math Computation and Story Problems" (1996). Masters Theses. 4706.
https://scholarworks.wmich.edu/masters_theses/4706