Does a narrative retelling task improve the assessment of language proficiency in school-aged children born very preterm?
Almost half of the children born very preterm (VP) experience language difficulties at school-age, specifically with more complex language tasks. Narrative retelling is such a task. Therefore, we explored the value of narrative retelling assessment in school-aged children born VP, compared to item-b...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 34; no. 12; pp. 1112 - 1130 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2020
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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=146822984&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146822984 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: 2020 vid: 34 iid: 12 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 146822984 145610401 146822984 146822984 10.1080/02699206.2020.1720824 146822984 ppf: 1112 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Does a narrative retelling task improve the assessment of language proficiency in school-aged children born very preterm? aug: au: Stipdonk, Lottie W. Dudink, Jeroen Reiss, Irwin K. Franken, Marie-Christine J. P. affil: Department of Otorhinolaryngology, Erasmus Medical University Centre-Sophia Children's Hospital, Rotterdam, Netherlands sug: subj: Childbirth, Premature Language Disorders Therapy Language Therapy Methods Communication Skills Training Narratives Storytelling Task Performance and Analysis Treatment Outcomes Evaluation Human Male Female Child Netherlands Cross Sectional Studies Case Control Studies Questionnaires Data Analysis Software Pearson's Correlation Coefficient Chi Square Test T-Tests One-Way Analysis of Variance Analysis of Covariance Descriptive Statistics Speech and Language Assessment Methods Language Tests Language Development Funding Source Child: 6-12 years Male Female ab: Almost half of the children born very preterm (VP) experience language difficulties at school-age, specifically with more complex language tasks. Narrative retelling is such a task. Therefore, we explored the value of narrative retelling assessment in school-aged children born VP, compared to item-based language assessment. In 63 children born VP and 30 age-matched full-term (FT) controls Renfrew's Bus Story Test and Clinical Evaluation of Language Fundamentals were assessed. The retelling of the Bus Story was transcribed and language complexity and content measures were analyzed with Computerised Language Analysis software. Narrative outcomes of the VP group were worse than that of the FT group. Group differences were significant for the language complexity measures, but not for the language content measures. However, the mean narrative composite score of the VP group was significantly better than their mean item-based language score, while in the FT group the narrative score was worse than the item-based score. Significant positive correlations between narrative and item-based language scores were found only in the VP group. In conclusion, in VP children narrative retelling appears to be less sensitive to detecting academic language problems than item-based language assessment. This might be related to the mediating role of attention in item-based tasks, that appears not to affect more spontaneous language tasks such as retelling. Therefore, in school-aged children born VP we recommend using narrative assessment, in addition to item-based assessments, because it is more related to spontaneous language and less sensitive to attention problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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