Performance scores of language learning disordered children on a tone pattern recognition test

The purpose of this study was to determine if scores on a tone pattern recognition test statistically separated between a group of "normal language" children and a group of children identified as "language-learning disordered."

The subjects were asked to listen to six tone pattern recognition tasks, and respond appropriately by identifying the tone, or pattern of tones. Subjects responded in a manual form.

Statistical analysis indicated that subtests two and six of the tone pattern recognition tasks statistically separated between the two groups. Age and sex were not found to be significant factors influencing subjects scores.