| dc.description.abstract | Twelve Norwegian 4th grade children were tested in short-term memory, word decoding
skills, naming speed, L2 comprehension and vocabulary and L1 language competence
(semantics and grammar). The children were all chosen on the basis of their poor reading and writing skills, though none of the participants had a diagnosed disorder. The aim was to investigate the oral language skills of the children and compare the results to that of a formally tested control group consisting of 79 Norwegian 4th graders designed to represent an ecologically valid group of children. The results showed
evidence supporting language deficits such as dyslexia and SLI in the children tested. There were also seen significant differences between the groups in regard to grammar both in syntax and morphology as well in semantics to some extent. These results suggest that children with reading and writing difficulties have lower oral language skills than that of typically developing children. | nb_NO |
