Abstract

Children with specific learning disabilities (SLD) exhibit specific difficulties in
high-order components of emotional understanding that involve language (e.g., recognition
of complex emotions from situations), or defining emotions and providing
examples. The objectives of the current study were to study (a) modifiability of emotional
understanding using a short-term mediation program aimed at enhancing
emotional understanding among children with SLD as compared with typically developing
(TD) children, (b) the correlation of language ability with emotional understanding.
A sample of 64 boys with SLD and 33 TD boys (9–11 years old) were administered
emotional understanding measures, and tests of language processing. The children
were given the Language of Emotions Mediation Program and retested on the emotional
understanding measures. Children with SLD revealed initial lower level of emotional
understanding than TD children but higher pre- to postmediation improvement. The
correlation between emotional understanding measures and verbal ability decreased
from pre- to postmediation only in children with SLD. These findings indicate less cohesiveness
between the two domains because of the mediation program.

Journal of Cognitive Education and Psychology, 17, 135-150.