Bound-morpheme skills in the oral language of school-age, language-impaired children

Stacy Bellaire, Elena Plante, Linda Swisher

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Bound-morpheme skills of school-age, language-impaired (LI) children were explored with three tasks designed to assess multiple dimensions of this component of language. Ten English-speaking, school-age LI children (Mean age: 10:3) and ten children with normal language (Mean age: 9:9) served as subjects. A two-way analysis of variance revealed significant group differences. Fisher a priori testing documented significant group differences for a measure of English bound-morpheme skill levels, a measure of ability to generalize English bound-morphemes to novel words, and a measure of ability to learn novel bound-morphemes attached to novel words. The findings indicate that core features of developmental language impairment in preschool children-poor ability to learn, to use, and to generalize bound-morphemes-are also present in school-age, LI children.

Original languageEnglish (US)
Pages (from-to)265-279
Number of pages15
JournalJournal of Communication Disorders
Issue number4
StatePublished - Dec 1994

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Linguistics and Language
  • Cognitive Neuroscience
  • Speech and Hearing
  • LPN and LVN


Dive into the research topics of 'Bound-morpheme skills in the oral language of school-age, language-impaired children'. Together they form a unique fingerprint.

Cite this