Speech Pathologies Review of Literature According

According to Lerner (l98l), speech disorders or pathology has several forms. For some children, the form is an extremely limited vocabulary and a very specific, narrow and concrete sense of word meanings. For other children, the problem is difficulty initiating lingual motor movements; still other children experience problems internalizing the morphological structure of the language. Finally, some children experience difficulties in generating long syntactical units or sentences. While there are several teaching techniques, most of which are designed with one particular form of speech pathology in mind, one teaching area believed to be crucial to development of speech skills regardless of the type of speech pathology children have is the area of listening skills (Klausmeier, l985; Stone and Nielsen, l982).

In the research proposed here, three listening activities are compared for effectiveness in elevating the oral language skills of three classrooms of children with speech pathologies.

Three special education classes of children with speech pathologies shall be randomly selected from the local school district. All selected classes shall serve children six to eight years of age. Each classroom of children shall be randomly assigned to one of the three listening activities that will be investigated in the proposed study.

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be assessed via children's "gain scores" (Postest Score minus Pretest Score) on The Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy and Kirk, l968). This tests measures oral language ability in twelve areas: auditory reception; visual reception; auditory association; visual association; verbal expression; manual expression; grammatic closure; visual closure; auditory sequential memory; visual sequential memory; auditory closure; and sound blending. The test is individually administered and used for children between 2.4 years and l0.3 years. The ITPA is a standardized test wherein the standardized sample consisted of 962 boys and girls of normal intelligence, living in five mid-western communities. Regarding reliability, a study conducted by Paraskevopoulos and Kirk (l969) found internal consistency reliabilities ranging from .67 to .95 for the ten subscales. Further, Wisland and Many (l967) found test-retest reliabilities ranging from .70 to .90. In a comprehensive piece of research, Newcomer and Hammill (l975) surveyed over 28 studies that examined the validity of the ITPA. Using several different achievement tests as the criteria, the authors found that these studies showed concurrent validity coefficients

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