AN ANALYSIS OF SCHOOL AGE CHILDREN’S LINGUISTIC THINKING AND ITS IMPLICATION FOR LEARNING

Abstract

The complex processes of evaluation, collaboration, and discovery that go into learning are facilitated by language. Since language is composed of linked and controlled symbol systems, it depicts, investigates, and transmits meaning in a social and uniquely human way. The aim of the study is to analyze the linguistic thinking of school age children and its impact on learning. The samples consist of 48 school going children aged 6 to 16 years were selected through purposive sampling. Malin’s Intelligence Scale for Indian Children, screening test for writing, reading and calculations were administered. The findings indicates that there is a significant difference in verbal reasoning between normal, intellectual disability, learning disability and borderline children.