Narrative Discourse Intervention for School-Aged Children With Language Impairment

2016 ◽  
Vol 36 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Sandra Laing Gillam ◽  
Ronald B. Gillam
Keyword(s):  
Language Impairment ◽  
Narrative Discourse ◽  
School Aged Children

Differentiating School-Aged Children With and Without Language Impairment Using Tense and Grammaticality Measures From a Narrative Task

2016 ◽  
Vol 59 (2) ◽  
pp. 317-329 ◽  
Author(s):  
Ling-Yu Guo ◽  
Phyllis Schneider
Keyword(s):  
Language Development ◽  
Diagnostic Accuracy ◽  
Language Impairment ◽  
Likelihood Ratios ◽  
Verb Morphology ◽  
Story Generation ◽  
School Aged Children ◽  
Sensitive Tool ◽  
Good Diagnostic Accuracy ◽  
Sensitivity Specificity

Purpose To determine the diagnostic accuracy of the finite verb morphology composite (FVMC), number of errors per C-unit (Errors/CU), and percent grammatical C-units (PGCUs) in differentiating school-aged children with language impairment (LI) and those with typical language development (TL). Method Participants were 61 six-year-olds (50 TL, 11 LI) and 67 eight-year-olds (50 TL, 17 LI). Narrative samples were collected using a story-generation format. FVMC, Errors/CU, and PGCUs were computed from the samples. Results All of the three measures showed acceptable to good diagnostic accuracy at age 6, but only PGCUs showed acceptable diagnostic accuracy at age 8 when sensitivity, specificity, and likelihood ratios were considered. Conclusion FVMC, Errors/CU, and PGCUs can all be used in combination with other tools to identify school-aged children with LI. However, FVMC and Errors/CU may be an appropriate diagnostic tool up to age 6. PGCUs, in contrast, may be a sensitive tool for identifying children with LI at least up to age 8 years.

Jumping around and leaving things out: A profile of the narrative abilities of children with specific language impairment

1998 ◽  
Vol 19 (4) ◽  
pp. 647-667 ◽  
Author(s):  
A. Elisabeth Miranda ◽  
Allyssa McCabe ◽  
Lynn S. Bliss
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Personal Narratives ◽  
Five Dimensions ◽  
Specific Language ◽  
School Aged Children ◽  
Discourse Coherence ◽  
Heavy Burden ◽  
Event Sequencing ◽  
Experimental Group

ABSTRACTThis article investigates the discourse coherence of school-aged children with specific language impairment (SLI). The following dimensions of discourse are analyzed: topic maintenance, event sequencing, explicitness (including referencing), conjunctive cohesion, and fluency. The personal narratives of the children in the experimental group were compared with those produced by two groups of children with normal language development, one group matched by chronological age and the other matched by language level. The narratives of the children with SLI were significantly impaired compared with both control groups with respect to all five dimensions of narration, although impairment was far more pronounced for topic maintenance, event sequencing, and implicitness than it was for conjunctive cohesion or fluency. The former serious impairments place a heavy burden on listeners. Theoretical and clinical implications of the results are discussed.

Sign in / Sign up

Export Citation Format

Share Document