Expository Discourse Production in School-Age Children across Two Scaffolded Tasks.
School-age children encounter expository discourse daily in the classroom, and skilled understanding and production of expository language is critical for academic success. The purpose of this study was to compare children's production of two types of expository discourse, generation and retell, whi...
| Publicado en: | Seminars in Speech & Language Vol. 43; no. 5; pp. 406 - 426 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Thieme Medical Publishing Inc.
Nov2022
|
| 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=159864728&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 159864728 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07340478 GQN jtl: Seminars in Speech & Language issn: 07340478 maglogo: N pubinfo: dt: Nov2022 vid: 43 iid: 5 pid: 2811 pub: Thieme Medical Publishing Inc. place: New York, New York artinfo: ui: 159864728 159864728 159864728 10.1055/s-0042-1756645 159864728 ppf: 406 ppct: 20 formats: tig: atl: Expository Discourse Production in School-Age Children across Two Scaffolded Tasks. aug: au: Guilkey, Anna M. Wagovich, Stacy A. affil: Dr. Jim D. Rollins School of Innovation, Springdale, Arkansas sug: subj: Language Processing Evaluation Speech Sample Evaluation Narratives Task Performance and Analysis Speech and Language Assessment Language Development Human Child Speech Production Measurement Male Female Missouri Power Analysis Descriptive Statistics Scales Language Tests Intelligence Tests One-Way Analysis of Variance Post Hoc Analysis Child: 6-12 years Male Female ab: School-age children encounter expository discourse daily in the classroom, and skilled understanding and production of expository language is critical for academic success. The purpose of this study was to compare children's production of two types of expository discourse, generation and retell, while employing a scaffolded note-taking procedure to assist children in developing their samples. Twenty-six typically developing children, 9 to 12 years of age, participated in the study. For the expository generation task, children gave an explanation of a favorite activity, and for the retell task they viewed a video and provided an explanation of the information in the video. Overall, expository generation samples were longer and richer in content, but expository retell samples demonstrated greater lexical diversity. In addition, generation samples contained fewer grammatical errors than retell samples (trend), but measures of syntactic complexity, which were positively related across tasks, were not significantly different between sample types. Findings suggest that using a scaffolded procedure for supporting expository production resulted in (1) samples that were long enough for valid analysis of the children's language and (2) the production of utterances that, on average, were longer than reported in similar studies without scaffolding. The potential impact of comprehension on retell task performance is discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|