@article{ART001646868},
author={Choi, Sun Hee and 김화수},
title={A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2012},
volume={13},
number={1},
pages={283-303}
TY - JOUR
AU - Choi, Sun Hee
AU - 김화수
TI - A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children
JO - Journal of Special Education: Theory and Practice
PY - 2012
VL - 13
IS - 1
PB - Research Institute of the Korea Special Education
SP - 283
EP - 303
SN - 1598-060X
AB - The purpose of this study is to look at the a tense understanding ability of 15 mildly intellectually disabled children and 15 normal children whose linguistic age ranges from 6 to 7 through an assignment on understanding tenses, an important aspect of a time concept. The study result is as follow: First, mildly intellectually disabled children showed a lower ability to understand tenses than normal children. Second, when taking a look at the suggestion availability of time adverbs and an ability to understand tenses, mildly intellectually disabled children showed a lower ability to understand tenses than normal children. Third, mildly intellectually disabled children showed a lower execution level than normal children, but both groups followed a similar tense development process. Fourth, when time adverbs are suggested, tense understanding showed a statistically significant difference. However, when they were not suggested, tense understanding did not show a statistically significant difference. In conclusion, as for tense understanding with the availability of suggested tense adverbs, mildly intellectually children generally showed a lower execution ability than normal children, but both groups’ development order indicated a similar order. Therefore, we expect that it would be effective to teach tenses starting from past → present → future, a similar order for normal children. Also, both normal children and mildly intellectually disabled children understood tenses better when time adverbs were suggested. Therefore, suggesting time adverbs for understanding tenses would be of help.
KW - mildly intellectually disabled children;tense;time adverbs
DO -
UR -
ER -
Choi, Sun Hee and 김화수. (2012). A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children. Journal of Special Education: Theory and Practice, 13(1), 283-303.
Choi, Sun Hee and 김화수. 2012, "A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children", Journal of Special Education: Theory and Practice, vol.13, no.1 pp.283-303.
Choi, Sun Hee, 김화수 "A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children" Journal of Special Education: Theory and Practice 13.1 pp.283-303 (2012) : 283.
Choi, Sun Hee, 김화수. A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children. 2012; 13(1), 283-303.
Choi, Sun Hee and 김화수. "A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children" Journal of Special Education: Theory and Practice 13, no.1 (2012) : 283-303.
Choi, Sun Hee; 김화수. A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children. Journal of Special Education: Theory and Practice, 13(1), 283-303.
Choi, Sun Hee; 김화수. A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children. Journal of Special Education: Theory and Practice. 2012; 13(1) 283-303.
Choi, Sun Hee, 김화수. A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children. 2012; 13(1), 283-303.
Choi, Sun Hee and 김화수. "A Comparison Study on Children’s understanding of Tense between Normal and Mildly intellectually Disabled Children" Journal of Special Education: Theory and Practice 13, no.1 (2012) : 283-303.
