TITLE

Teachers and Laypersons Discern Quality Differences Between Narratives Produced by Children With or Without SLI

AUTHOR(S)
Newman, Robyn M.; McGregor, Karla K.
PUB. DATE
October 2006
SOURCE
Journal of Speech, Language & Hearing Research;Oct2006, Vol. 49 Issue 5, p1022
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Purpose: To examine the functional impact of specific language impairment (SLI). Specific goals were to determine whether (a) subjective ratings of narrative quality differentiate children with SLI from their normally developing (ND) age-mates, (b) laypersons and teachers differ in their ratings of narrative quality, (c) objective measures confirm previously reported problems in narration among children with SLI, and (d) objective measures of narrative structure and quality ratings relate. Method: Twenty-seven laypersons and 21 teachers used interval scaling to rate the quality of narratives produced by 20 5-7-year-olds, 10 with SLI and 10NDage-mates. The narratives were also analyzed objectively for fluency, length, sentence-level syntax, and story grammar and themes. Results: Subjective ratings differentiated the SLI and ND groups with 70% nonoverlap. No differences were observed between the laypersons' and teachers' numeric ratings; however, laypersons reported that they paid more attention to the "sparkle" or charm of the narratives. Objective measures of story length, grammaticality, and thematic development differentiated SLI and ND groups. Mean length of C-unit and number of thematic units positively predicted quality ratings. Clinical implications: Intervention efforts aimed specifically at improving the quality of these children's oral narration may focus on increasing length, grammatical accuracy, and story development. Future clinical and research efforts aimed at addressing the broader functional impact of SLI are also critical given that the manifestations of SLI are noticeable to both teachers and laypersons.
ACCESSION #
22982852

 

Related Articles

  • The temporal relationship between speech and manual communicative gesture in children with specific language impairment. Sanjeevan, Teenu; Mainela-Arnold, Elina; Alibali, Martha W.; Evans, Julia L. // Gesture;2016, Vol. 15 Issue 3, p321 

    This study examined the relationship between word frequency and timing of communicative gestures in children with specific language impairment (SLI) and typically-developing (TD) children. Nine children with SLI and twelve agematched TD children produced a narrative after watching an animated...

  • Desempeño lector y narrativo en escolares con trastorno específico del lenguaje. Coloma, Carmen Julia; Pavez, María Mercedes; Peñaloza, Christian; Araya, Claudia; Maggiolo, Mariangela; Palma, Sandra // Onomázein;Dec2012, Vol. 26 Issue 2, p351 

    The aims of this research are to know the reading and narrative performance of students with SLI and to study the possible relationships between narrative performance and reading achievement in these subjects. We worked with 31 students (12 students with SLI and grammatical deficit and 19...

  • Analysis of Oral and Written Narratives of Children with Language Impaired Learning Disabilities. Tehniat, Siddiqi; Sourav, Mukhopadhyay // Journal of the All India Institute of Speech & Hearing;2008, Vol. 27, p75 

    This study investigated and compared oral and written narratives of children with Language Impaired Learning Disabilities (LILD) and typically growing children as control group using strict reliability measures. The influence of context defined in terms of three narrative elicitation tasks for...

  • Morpheme Learning of Children With Specific Language Impairment Under Controlled Instructional Conditions. Connell, Phil J. // Journal of Speech & Hearing Research;Aug92, Vol. 35 Issue 4, p844 

    Presents a study which exposed children with specific language impairment and normally developing children to instances of a novel morpheme under controlled experimental conditions. Assumptions about normal and abnormal language acquisition; Method; Results and discussion.

  • Speed of Processing in Children With Specific Language Impairment. Miller, Carol A.; Kail, Robert; Leonard, Laurence B.; Tomblin, J. Bruce // Journal of Speech, Language & Hearing Research;Apr2001, Vol. 44 Issue 2, p416 

    Investigates the speed with which children with specific language impairment (SLI) respond on a range of tasks. Evidence for generalized slowing; Comparison of models of slowing in children with language impairment; Comparison of individuals and subgroups of children with SLI.

  • Word-Learning by Preschoolers With Specific Language Impairment: What Predicts Success? Gray, Shelley // Journal of Speech, Language & Hearing Research;Feb2003, Vol. 46 Issue 1, p56 

    Thirty preschool children with specific language impairment (SLI) and 30 age-matched controls with normal language (NL) participated in a study to compare group performance and to examine the relationship between fast mapping and word learning and between comprehension and production of new...

  • Following directions: Rehearsal and visualization strategies for children with specific language impairment. Gill, Cynthia B.; Klecan-Aker, Joan; Roberts, Tim; Fredenburg, Karen A. // Child Language Teaching & Therapy;Jan2003, Vol. 19 Issue 1, p85 

    Children with specific language impairment (SLI) may have inefficient memory or memory management for auditory and visual representation systems. This study sought to determine if strategy training would create any residual enhancement of these memory management systems. Data revealed that...

  • Creativity and the Dyslexic Child: A Classroom View. Burrows, Dian; Wolf, Beverly // Annals of Dyslexia;1983, Vol. 33, p269 

    The article discusses the multi-sensory approach to provide creative experiences for specific language disability children. Creativity is considered as the function of the ego of every human being. However, the creative abilities of specific language disability children are frequently overlooked...

  • Pragmatic Language Development in Language Impaired and Typically Developing Children: Incorrect Answers in Context. Ryder, Nuala; Leinonen, Eeva // Journal of Psycholinguistic Research;Feb2014, Vol. 43 Issue 1, p45 

    This study focussed on young children's incorrect answers to pragmatically demanding questions. Children with specific language impairment (SLI), including a subgroup with pragmatic language difficulties (PLD) and typically developing children answered questions targeting implicatures, based on...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics