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Reading development in young deaf children

use a superordinate term is due to difficulty with lexical retrieval. The second aim was to develop a task that could be used with handicapped children without functional speech. In this study children were presented with four pieces of information of which they had to choose three, to make a best definition of each noun. Sixty-two children between the ages of six and eleven were tested. Data was scored according to children’s inclusion or omission of the superordinate terms. The results show similar age trends as found using production tasks as children get older they are less likely to omit superordinate terms from their definitions.