Conversational skills and modeling in learning disabled boys

Abstract

ABSTRACT Learning disabled (LD) children in the role of interviewer have been found to be less skilled than nondisabled children at initiating and sustaining a dialogue with a classmate. This study tested the effects of modeling on these conversational skills and on metaconversational knowledge. LD and nondisabled boys in grades 2 through 8 listened to either a dialogue of a child interviewer modeling open-ended questions, conversational devices and contingent comments and responses, or a monologue presenting only the interviewee's responses. Each subject was then videotaped interviewing a classmate. Although the dialogue model increased LD children's production of open-ended questions and comments, these strategies appeared more difficult for their listeners to understand and expand. Results of the metaconversational responses suggest that LD children are aware of their difficulties in conversational interaction.

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