Sentence Structures of Trainable and Educable Mentally Retarded Subjects Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more ... Research Article
Research Article  |   December 01, 1978
Sentence Structures of Trainable and Educable Mentally Retarded Subjects
 
Author Affiliations & Notes
  • Lynn S. Bliss
    Wayne State University, Detroit, Michigan
  • Doris V. Allen
    Wayne State University, Detroit, Michigan
  • Georgia Walker
    Detroit, Michigan
Article Information
Research Articles
Research Article   |   December 01, 1978
Sentence Structures of Trainable and Educable Mentally Retarded Subjects
Journal of Speech, Language, and Hearing Research, December 1978, Vol. 21, 722-731. doi:10.1044/jshr.2104.722
History: Received February 2, 1977 , Accepted April 17, 1978
 
Journal of Speech, Language, and Hearing Research, December 1978, Vol. 21, 722-731. doi:10.1044/jshr.2104.722
History: Received February 2, 1977; Accepted April 17, 1978

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

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