000			02629caa a2200193 4500
008			210629s9999 xx 000 0 und d
022			_a1930-2940
100			_aAmoolya, G
245		0	_aGrammaticalityin Written Language of Bilingual-Biliterate Children with Learning Disability
260			_c2018
300			_a1-14
490			_vVolume 18 Issue 8
520			_aIt has been well established that children with Learning Disability (LD)have deficits in their grammatical knowledge. Additionally, research involving the assessment of written language difficulties in both the languages of biliterate students is not routinely conducted. Need for such research in a country like India is indispensablesince majority of the citizens in India are bi/multilinguals.Thus, the purpose of the present study was to investigate whether language (Kannada vs. English) and genre of writing (Expository vs. narrative) has an influence on the grammatical abilities in the written language of children with LD. The participants were 15 Kannada-English bilingual-biliterate childrenwith LDand14 Typically Developing Children(TDC)within the same age group (9 to 10 years of age) and similar linguistic background. Children were asked to produce written compositions in response to verbal prompts to one expository and one narrative taskin both Kannada and English. Total number of grammatical T-units(Gram T-unit)in the sample wascalculated using the SALT software. On comparison of the percentage of Gram T-units, it was found that TDC performed better than children with LD on most of the tasks. In Kannada, there was no significant difference between the performances of children between the two tasks. In English, there was a significant difference in the performance of children when the narrative and expository tasks were compared. The reasons for the effect of task on L2 and the absence of a similar effect in L1 havebeen looked into. The results have been discussed in terms ofhow theamount of exposure to a particular language determines the grammatical abilities in a particular language. Furthermore, how language and nature of the tasks (Expository vs. narrative) influencewritten language of children have also been discussed.
653			_abiliteracy, written language, expository task, narrative task, grammatical T-units, grammaticality, written language, learning disability
700			_aJayashree. C. Shanbal
773			_aLanguage in India
856			_uhttp://www.languageinindia.com/aug2018/amoolyalearningdisability.pdf
942			_cFJAS _yFJAS
999			_c18067 _d18067