Compared to children without language disorders, children with language disorders tend to ask:

Compared to children without language disorders, children with language disorders tend to ask:

• A. More open-ended questions
• B. Fewer open-ended questions
• C. More closed questions
• D. More indirect requests

Answer: (B)

Children with language disorders often demonstrate differences in their communication styles compared to their typically developing peers. One key characteristic is their likelihood of asking fewer open-ended questions. Open-ended questions require more linguistic complexity and the ability to organize thoughts, which can be challenging for children with language disorders. These children may struggle with formulating questions that invite expansive responses, often resorting to simpler, more direct forms of questioning. This can result in a tendency to ask closed questions, which are typically structured to elicit a yes or no response, rather than engaging in a more dynamic dialogue that open-ended questions promote. By contrast, open-ended questions often necessitate a higher level of cognitive and linguistic skills, as they require the individual to consider multiple facets of a topic and articulate their thoughts in a more developed way. Therefore, the observed behavior of asking fewer open-ended questions among children with language disorders reflects their challenges with language function and complexity in communication.

Children with language disorders often demonstrate differences in their communication styles compared to their typically developing peers. One key characteristic is their likelihood of asking fewer open-ended questions. Open-ended questions require more linguistic complexity and the ability to organize thoughts, which can be challenging for children with language disorders.

These children may struggle with formulating questions that invite expansive responses, often resorting to simpler, more direct forms of questioning. This can result in a tendency to ask closed questions, which are typically structured to elicit a yes or no response, rather than engaging in a more dynamic dialogue that open-ended questions promote.

By contrast, open-ended questions often necessitate a higher level of cognitive and linguistic skills, as they require the individual to consider multiple facets of a topic and articulate their thoughts in a more developed way. Therefore, the observed behavior of asking fewer open-ended questions among children with language disorders reflects their challenges with language function and complexity in communication.