RHYTHM AND LANGUAGE IN CHILDREN WITH MODERATE LEARNING-DIFFICULTIES

The relationship between rhythmic ability, syllabic structure in the p roduction of single words and two-word phrases, and overall language a bility was assessed in a group of 22 children, aged between 4;0-8;0, w ith moderate learning difficulties in the absence of gross sensory, mo tor or behavioural difficulties. It was predicted that rhythmic abilit y would correlate significantly both with syllable production and with overall language attainment. We further predicted that clapping to hi ghlight syllable number and rhythm would significantly improve syllabl e production. The first hypothesis was supported in so far as rhythmic ability correlated significantly with syllable production. However, r hythmic ability did not correlate significantly with overall language attainment. The second hypothesis was supported. The results are discu ssed in terms of their theoretical implications for our understanding of language development in children with moderate learning difficultie s and in terms of their practical implications for therapy.