Learning a new poem: memory for connected speech and phonological awareness in low-income children with and without specific language impairment.
This research examined rote memory for connected speech in low-income children with and without specific language impairment (SLI). Sixteen children with SLI were matched to 16 typically developing children on nonverbal cognition and 16 younger, typically developing peers on language measures. The c...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 40; no. 6; pp. 1285 - 1298 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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American Speech-Language-Hearing Association
Dec1997
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107297647&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107297647 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Dec1997 vid: 40 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 107297647 107297647 1998076580 10.1044/jslhr.4006.1285 NLM9430749 107297647 ppf: 1285 ppct: 13 formats: fmt: @attributes: type: T tig: atl: Learning a new poem: memory for connected speech and phonological awareness in low-income children with and without specific language impairment. aug: au: Fazio BB affil: Indiana University, Bloomington, IN 47401. E-mail: faziob@indiana.edu sug: subj: Poetry In Infancy and Childhood Memory In Infancy and Childhood Language Disorders In Infancy and Childhood Funding Source Poverty Child, Preschool Language Processing Case Control Studies Comparative Studies Learning Pictorial Methods Analysis of Variance Fisher's Exact Test Audiorecording Descriptive Statistics Pearson's Correlation Coefficient Human Child, Preschool: 2-5 years ab: This research examined rote memory for connected speech in low-income children with and without specific language impairment (SLI). Sixteen children with SLI were matched to 16 typically developing children on nonverbal cognition and 16 younger, typically developing peers on language measures. The children learned a new poem under four presentation conditions: with or without accompanying hand motions related to the poem or with or without a simple melody. Compared with their cognitive and language peers, children with SLI had significantly more difficulty learning the poem under all presentation conditions. Furthermore, when asked to recite the poem after a 2-day delay, the performance of the children with SLI was significantly better in the poem with accompanying hand motions condition. It appears that learning the poem with an additional modality aids recall for children with SLI. Phonological awareness task findings revealed that all the children had difficulty with such tasks. However, compared with the children in the cognitive-matched peer group, the children with SLI and their language-matched peers had significantly more difficulty finding pairs of words that rhymed or words that began with the same initial sound. Intervention issues and the relationship between phonological processing and serial memory in children with SLI are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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