The study was aimed to evaluate non-word repetition skills in learning disabled and typically developing children with respect to
different types of non-words. A total of 60 subjects participated in the study among which 30 were children with learning
disability and 30 were typically developing. A Non-word repetition test was administered on the participants which consisted of
50 words with short, long and other vowels, blends and multisyllabic words. The participant’s responses of repetition were
analysed descriptively and statistically. Results indicated children with learning disability having poorer performance on total nonword
repetition task irrespective of the type of words compared to the typically developing children. The overall performance of
children with learning disability was better for non-words with short vowels & Long vowels than blends and multisyllabic words.
Therefore, type of non-words should be considered as an important variable in clinical situations as it provides an index of