Date of Award

1-1-2010

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

Gloria E. Miller, Ph.D.

Second Advisor

Karin Dittrick-Nathan

Third Advisor

Karen Riley

Fourth Advisor

Frédérique Chevillot

Keywords

Mental health, Pragmatic language engagement, Middle school age

Abstract

The purpose of this investigation was to examine pragmatic language engagement and social competence in middle school children with and without reading disability during dyadic interaction. Engagement was defined in terms of degree of information and responsiveness provided by each partner. Analyses indicated reading disabled students differ from non-reading disabled students in terms of pragmatic language engagement. However, this was true only in terms of degree of responsiveness. Students with reading disability employed similar degrees of pragmatic language engagement in terms of information to those of their nondisabled peers. Further, no relationships were found between social competence and either type of pragmatic language engagement, responsiveness or information. Implications for the multifaceted assessment of pragmatic language and social competence and future research are discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Ali Adibi

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

77 p.

Discipline

Educational psychology, Special education, Reading instruction

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