Story Grammar Ability in Children with and without Language Disorder

1987 ◽  
Vol 30 (4) ◽  
pp. 539-552 ◽  
Author(s):  
Donna Disegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Control Group ◽  
Story Grammar ◽  
Original Stories ◽  
Language Impaired ◽  
Story Retelling ◽  
Story Generation ◽  
Subordinate Clauses ◽  
Frequency Of Use ◽  
Grammar Rules

Twenty language-impaired and unimpaired children ages 9:0 to 11:4 participated in three story tasks. The children generated three original stories, retold two adventure stories, and then answered two sets of comprehension questions after each retelling. Stein and Glenn's (1979) story grammar rules were adapted and used to analyze the narratives. The generated and retold stories produced by the language-disordered children contained fewer complete story episodes, a lower mean number of main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those of the control group. The story hierarchies produced by both groups were highly similar, though, in both story generation and story retelling. The groups also did not differ in their understanding of the factual details of the retold stories, but did differ significantly in their comprehension of the relationships linking the critical parts of the stories together. The results are discussed relative to cognitive organizational deficits of language-impaired children.

Narrative Analysis

1989 ◽  
Vol 54 (3) ◽  
pp. 438-447 ◽  
Author(s):  
Donna DiSegna Merritt ◽  
Betty Z. Liles
Keyword(s):  
Narrative Analysis ◽  
Relative Frequency ◽  
Language Assessment ◽  
Control Group ◽  
Story Grammar ◽  
Story Retelling ◽  
Story Generation

Narratives were produced by groups of language-disordered and nonimpaired children ages 9:0–11:4 (years:months) in story generation and story retelling tasks. The stories were analyzed in terms of the number of story grammar components, number of complete episodes, relative frequency of story components, and story length. For both groups of children, the results indicated strong overall homogeneity between story generation and story retelling. The retold narratives were longer and contained more story grammar components and complete episode structures for both groups of children. Clause length within complete episodes differentiated story generation from story retelling for the language-disordered children but not for the control group. The clinical advantages of using story retelling in language assessment are discussed.

Effects of Elicitation Procedures on the Narratives of Normal and Closed Head-Injured Adults

1989 ◽  
Vol 54 (3) ◽  
pp. 356-366 ◽  
Author(s):  
Betty Z. Liles ◽  
Carl A. Coelho ◽  
Robert J. Duffy ◽  
Mary Rigdon Zalagens
Keyword(s):  
Language Skills ◽  
Sentence Production ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Language Recovery ◽  
Head Injured ◽  
Closed Head ◽  
High Level

Stories were elicited under two conditions—story retelling and story generation—from a group of 23 normal young adults and 4 closed head-injured (CHI) adults who had reached a high level of language recovery. Sentence production, intersentential cohesion, and story grammar were analyzed. The results demonstrated that the two elicitation tasks differentially influenced the performance of both normal and CHI subjects at all levels of analysis, and the two groups differed in the cohesive and story grammar measures only in the story generation task. It is concluded that comparing performance across tasks of story retelling and story generation is a useful procedure for characterizing the discourse problems of CHI subjects with recovery of high-level language skills.

Language-Impaired 4-Year-Olds

1987 ◽  
Vol 52 (2) ◽  
pp. 156-173 ◽  
Author(s):  
D. V. M. Bishop ◽  
A. Edmundson
Keyword(s):  
Language Disorder ◽  
Control Group ◽  
Prospective Longitudinal Study ◽  
Language Impaired ◽  
Normal Limits ◽  
Outcome Group ◽  
Nonverbal Ability ◽  
Language Measures ◽  
The One ◽  
Prospective Longitudinal

In a prospective, longitudinal study, 87 language-impaired children were assessed at the ages of 4, 4½, and 5½ years on a battery of language measures. In 37% of children, who were termed the "good outcome group," the language disorder had resolved by the age of 5½ years so that children were indistinguishable from a control group. If one restricted consideration only to those 68 children whose nonverbal ability was within normal limits, the figure rose to 44%. Outcome for individual children (good or poor) could be predicted with 90% accuracy on the basis of test measures obtained at 4 years. The best predictor was ability to tell back a simple story to pictures. The one language measure that did not relate to outcome was phonological competence.

Story Narratives of Adults With Closed Head Injury and Non-Brain-Injured Adults

2002 ◽  
Vol 45 (6) ◽  
pp. 1232-1248 ◽  
Author(s):  
Carl A. Coelho
Keyword(s):  
Closed Head Injury ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Story Grammar ◽  
Generation Task ◽  
Story Retelling ◽  
Story Generation ◽  
Brain Injured ◽  
Wisconsin Card Sorting ◽  
Sorting Test

Narratives were elicited in two story tasks, retelling and generation, from two groups of adults, 55 with closed head injury (CHI) and 47 non-brain-injured (NBI), recruited from rehabilitation facilities in three northeastern states. Participants were classified, on the basis of their socioeconomic status (SES), as professional, skilled worker, or unskilled worker. Narratives were analyzed using five discourse measures at the levels of sentence production, intersentential cohesion, and story grammar. Discourse performance was then compared across groups, tasks, and SES levels. Discourse performance of the CHI group was also compared with their scores from the Wisconsin Card Sorting Test, a measure of executive functioning. Results indicated that two discourse measures distinguished the groups. The CHI participants produced significantly fewer words per T-unit and fewer T-units within episode structure than did the NBI group, which was attributed to difficulties with content organization. Performance on all five discourse measures differed for the story retelling versus the story generation tasks for both CHI and NBI groups. All participants produced longer and more grammatically complex T-units in the story generation task than in story retelling. However, cohesive adequacy and story grammar were better in the story retelling task than in the story generation task. It was therefore concluded that story generation was a more challenging task than story retelling for both groups. The only significant difference noted for SES involved the measure of intersentential cohesion. The unskilled workers demonstrated poorer cohesive adequacy than either the skilled workers or professionals, regardless of group or story task. Finally, modest correlations were noted between the discourse performance of the CHI group and scores from the Wisconsin Card Sorting Test in both story tasks.

scholarly journals Audience Response Software as a Learning Tool in University Courses

2020 ◽  
Vol 10 (12) ◽  
pp. 350
Author(s):  
Ana María Díez-Pascual ◽  
María Pilar García García Díaz
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Positive Effects ◽  
Frequency Of Use ◽  
Questions And Answers ◽  
Information And Communication ◽  
Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

scholarly journals Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

2021 ◽  
Vol 11 (3) ◽  
pp. 407
Author(s):  
Sara Rinaldi ◽  
Maria Cristina Caselli ◽  
Valentina Cofelice ◽  
Simonetta D’Amico ◽  
Anna Giulia De Cagno ◽  
...  
Keyword(s):  
Language Disorder ◽  
Negative Impact ◽  
Receptive Vocabulary ◽  
Primary School Children ◽  
Control Group ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
Phonological Skills ◽  
Syntactic Skills ◽  
Positive Effect

Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

A Reexamination of Some Nonverbal Perceptual Abilities of Language-Impaired and Normal Children as a Function of Age and Sensory Modality

1981 ◽  
Vol 24 (3) ◽  
pp. 351-357 ◽  
Author(s):  
Paula Tallal ◽  
Rachel Stark ◽  
Clayton Kallman ◽  
David Mellits
Keyword(s):  
Sensory Modality ◽  
Important Variable ◽  
Control Group ◽  
Visual Modality ◽  
Auditory Modality ◽  
Normal Children ◽  
Language Impaired ◽  
Perceptual Performance ◽  
In Series ◽  
Perceptual Abilities

A battery of nonverbal perceptual and memory tests were given to 35 language-impaired (LI) and 38 control subjects. Three modalities of tests were given: auditory, visual, and cross-modal (auditory and visual). The purpose was to reexamine some nonverbal perceptual and memory abilities of LI children as a function of age and modality of stimulation. Results failed to replicate previous findings of a temporal processing deficit that is specific to the auditory modality in LI children. The LI group made significantly more errors than did controls regardless of modality of stimulation when 2-item sequences were presented rapidly, or when more than two stimuli were presented in series. However, further analyses resolved this apparent conflict between the present and earlier studies by demonstrating that age is an important variable underlying modality specificity of perceptual performance in LI children. Whereas younger LI children were equally impaired when responding to stimuli presented rapidly to the auditory and visual modality, older LI subjects made nearly twice as many errors responding to rapidly presented auditory rather than visual stimuli. This developmental difference did not occur for the control group.

scholarly journals Dose-dependent effect of betamethasone on the articular cartilage (experimental study)

2021 ◽  
Vol 27 (1) ◽  
pp. 80-86
Author(s):  
A.N. Nuriakhmetov ◽  
◽  
I.F. Akhtiamov ◽  
D.E. Tsyplakov ◽  
A.M. Abdullah ◽  
...  
Keyword(s):  
Subchondral Bone ◽  
Inflammatory Cell ◽  
Left Knee ◽  
Knee Joints ◽  
Control Group ◽  
Rabbit Knee ◽  
Frequency Of Use ◽  
The Right ◽  
Dose Dependent ◽  
Dose Dependent Effect

Introduction Glucocorticosteroid injections have been widely used in clinical practice. Betamethasone is one of the agents of this group of drugs. Its efficacy and therapeutic effect with intra-articular administration are undeniable. There are special instructions on the dosage and frequency of use of the drug but unfortunately there are cases of its wrong administration. There is also an evidence of an adverse effect on cartilage both of the drug itself and its combination with local anesthetics. Aim Evaluation of the results of different weekly intra-articular protocols of betamethasone administration on histological preparations of rabbit knee joints. Methods Histological preparations of the right knee joints of three groups of rabbits were studied: after one, three, and six administrations of betamethason per week and the control intact left knee joints. Results Histological preparations of the control group and the group with a single weekly administration of the drug did not have any changes in the structure of diarthrosis. Dystrophic and necrotic changes affecting all morphological components were observed in the joints of animals that received intra-articular injections of betamethason three times a week (compared to a single injection, the area of dystrophy and necrosis of the cartilage was greater by 10.05 ± 0.75 % (p < 0.05), of subchondral bone by 8.11 ± 0.5 % (p < 0.001), and of synovium by 6.25 ± 0.32 % (p < 0.05). The group with six injections of the drug per week had the most pronounced changes. The area of necrotic changes of the cartilage was greater by 6.39 ± 0.75 % than in the group with three injections per week (p < 0.001), of subchondral bone by 11.18 ± 0.5 % (p < 0.001), of synovium by 6.12 ± 0.32 % (p < 0.001). Discussion Inflammatory cell infiltration of joint structures was absent in all cases. It indicates an aseptic nature of tissue necrosis. Evidence has been obtained between the increase in the frequency of intra-articular injections of betamethasone and the severity of dystrophic and necrotic changes in all morphological components of the joint.

Taalvaardigheidsonderzoek bij Taalgestoorde Leerlingen in het Voortgezet Onderwijs

1998 ◽  
Vol 60 ◽  
pp. 29-38
Author(s):  
E.A. Burger ◽  
G. Rijpma
Keyword(s):  
Special Education ◽  
Pilot Study ◽  
Language Development ◽  
Educational System ◽  
Financial Support ◽  
Language Disorder ◽  
Language Skills ◽  
Specific Language ◽  
Language Impaired ◽  
Grammatical Errors

Adolescent speakers of Dutch who have a language disorder cannot as yet be identified by generally acknowledged tests. However, in the future this will become necessary to apply for special education or financial support in the regular educational system. Based on a survey of the literature concerning normal and disordered language development in children up age 10, this article presents a pilot study in which the language skills of 10 specific language-impaired students are compared with those of 10 normally developing peers. Tasks are used both within academic and communicative contexts. Between the groups significant differences appear on two aspects only: the number of grammatical errors made while telling a story, and the length of the sentences used in writing a story. These two aspects therefore appear to be useful in the process of identifying language-disordered adolescents.

Familial Transmission of Speech and Language Impairment: A Preliminary Investigation

1992 ◽  
Vol 37 (3) ◽  
pp. 151-156 ◽  
Author(s):  
J.H. Beitchman ◽  
Jane Hood ◽  
Alison Inglis
Keyword(s):  
Language Impairment ◽  
Community Sample ◽  
Preliminary Investigation ◽  
Language Disorders ◽  
Control Group ◽  
Speech And Language ◽  
Familial Transmission ◽  
Language Impaired ◽  
Normal Language ◽  
Speech And Language Disorders

The familial transmission of speech and language disorders was investigated using a community sample of five year old children with speech and/or language impairment and a control group with normal language skills. The results indicated a significantly higher prevalence rate of language-related problems in families of speech and language impaired children than in normal language controls. Girls with speech/language impairments had more affected relatives than boys, suggesting that girls with this type of family history are at a greater risk of developing speech or language related problems. The pattern of transmission of speech and language disorders was also compared with published reports of the family histories of stuttering and reading disabilities, and with reports of cognitive and linguistic deficits among families of autistic individuals. The findings are discussed in relation to the theory of an underlying neurolinguistic diathesis common to these various disabilities.

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