Imagen de Portada
Código QR

Content and Form in the Narratives of Children With Specific Language Impairment.

Purpose: This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age = 9;0 [years;months], N = 26; Texas/Kansas sample, M a...

Descripción completa

Publicado en:Journal of Speech, Language & Hearing Research Vol. 54; no. 6; pp. 1609 - 1628
Formato: Journal Article
Publicado: American Speech-Language-Hearing Association Dec2011
Acceso en línea:Ver este registro en EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=104622222&site=ehost-live
header:
  @attributes:
    shortDbName: ssf
    uiTerm: 104622222
    longDbName: Social Sciences Full Text (H.W. Wilson)
    uiTag: AN
  controlInfo:
    bkinfo:
    jinfo:
      jid:
        10924388
        1SM
      jtl: Journal of Speech, Language & Hearing Research
      issn: 10924388
      maglogo: N
    pubinfo:
      dt: Dec2011
      vid: 54
      iid: 6
      pid: 42
      pub: American Speech-Language-Hearing Association
    artinfo:
      ui: 104622222
      ppf: 1609
      ppct: 19
      formats:
        fmt:
          @attributes:
            type: P
            size: 230KB
      tig:
        atl: Content and Form in the Narratives of Children With Specific Language Impairment.
      aug:
      ab: Purpose: This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age = 9;0 [years;months], N = 26; Texas/Kansas sample, M age = 7;6, N = 40) completed the Test of Narrative Language (TNL; Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy were measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared with age peers, the children with SLI were more likely to produce stories of uneven strength -- either stories with poor content that were grammatically quite accurate or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity.
      pubtype: Academic Journal
      doctype: Journal Article
      src: R
    language: English
    refInfo:
    copyright:
      @attributes:
        flag: N
    holdings:
      @attributes:
        islocal: N