Continuum of Informational Discourse Skills

Word of Mouth ◽  
2013 ◽  
Vol 25 (3) ◽  
pp. 9-12
Author(s):  
Carol Westby
Keyword(s):  
Discourse Skills

Blind and Sighted Children with Their Mothers: The Development of Discourse Skills

1996 ◽  
Vol 90 (5) ◽  
pp. 423-436 ◽  
Author(s):  
L.S. Kekelis ◽  
P.M. Prinz
Keyword(s):  
Blind Children ◽  
Discourse Skills

This study examined the effects of blindness on the conversational patterns of families and on the development of discourse skills, assessing children's ability to respond contingently to questions and directives. The conversations of four mothers and their blind and sighted children, aged 27–36 months, were analyzed during three play sessions in their homes. During the seven-month study, conversational parameters that included the length of speakers’ turns, balance between partners’ contributions, and mothers’ use of questions and directives were investigated. Conversational analyses revealed that the average lengths of speaking turns of the sighted children and their mothers were comparable, but those of the blind children were considerably shorter than their mothers’ turns.

Developing Sustainability Discourse Skills for Business

2020 ◽  
pp. 291-314
Author(s):  
Susan Hoadley ◽  
Chris Baumann
Keyword(s):  
Discourse Skills

The Effects of Day Care Intervetion on Teacher's Ratings of the Elementary School Discourse Skills in Disadvantaged Children

1995 ◽  
Vol 18 (2) ◽  
pp. 243-261 ◽  
Author(s):  
Lynne V. Feagans ◽  
Kaye Fendt ◽  
Dale C. Farrn
Keyword(s):  
Elementary School ◽  
Day Care ◽  
Control Group ◽  
Early Elementary ◽  
Intervention Programme ◽  
Achievement Data ◽  
Care Intervention ◽  
Early Elementary School ◽  
Discourse Skills ◽  
And Control

The aim of this study was to assess whether a day care intervention programme for children from impoverished backgrounds could affect teacher's ratings GI their language use in the classroom in early elementary school. 'Ihwr cere 32k experimental children (who had received a day care intervention programme) and 36 control children in the initial study. At school entry, a comparison child from the same classroom was selected for each of the experimental and control children. The children were followed for three years in school. Besides collecting IQ and achievement data, teachers were asked to fill out the Adaptive Language Inventory (ALI) which measured children's use of language in narrative and discourse situations in the classroom. The results indicated that although the comparison group was rated more highly than the experimental and control group, the experimental group was rated more favourably than the control group over all three years on three of the four major scales of the ALI. There was no indication of a decrease in the size of effects by year 3. Regression analyses generally indicated that the ALI was moderately related to verbal IQ and highly related to reading recognition and comprehension concurrently and over three years. The results suggest that an early intervention programme can be effective in changing and maintaining teachers' perceptions of the narrative and discourse skills of children through early elementary school. In addition, the study suggests that these narrative and discourse skills may be important for reading and other verbal abilities.

Assessment of Preschool Narrative Skills

1994 ◽  
Vol 3 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Allyssa McCabe ◽  
Pamela Rosenthal Rollins
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Early Identification ◽  
Narrative Development ◽  
Typically Developing ◽  
Children At Risk ◽  
Narrative Skills ◽  
English Speaking ◽  
Narrative Skill ◽  
Discourse Skills

The assessment of discourse skills in young children is an important responsibility facing clinicians today. Early identification of problems in discourse skills and, more specifically, narrative abilities is especially important for identifying children at risk for later learning and literacy-related difficulties. Despite this, few tools are available for assessing narrative skills in preschoolers. In this article we provide information concerning preschool narrative development in typically developing, North American, Caucasian, English-speaking children. Methods are suggested for assessing narrative skill of children with language impairment and children developing language normally. Transcripts of narratives from these children are presented, along with specific recommendations for evaluating these narratives.

Discourse Skills of Boys With Fragile X Syndrome in Comparison to Boys With Down Syndrome

2007 ◽  
Vol 50 (2) ◽  
pp. 475-492 ◽  
Author(s):  
Joanne Roberts ◽  
Gary E. Martin ◽  
Lauren Moskowitz ◽  
Adrianne A. Harris ◽  
Jamila Foreman ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Discourse Skills

Development of pragmatic and discourse skills in Chinese-speaking children

2012 ◽  
Vol 3 (1) ◽  
pp. 1-11
Author(s):  
Zhu Hua ◽  
Lixian Jin
Keyword(s):  
Discourse Skills

Sensitivity to information status in discourse: Gesture precedes speech in unbalanced bilinguals

2012 ◽  
Vol 35 (1) ◽  
pp. 71-95 ◽  
Author(s):  
WING-CHEE SO ◽  
JIA-YI LIM ◽  
SEOK-HUI TAN
Keyword(s):  
Language Development ◽  
Bilingual Children ◽  
Dominant Language ◽  
Null Arguments ◽  
Information Status ◽  
Third Person ◽  
English Speaking ◽  
Discourse Skills ◽  
Children's Speech

ABSTRACTThis paper explores whether English–Mandarin bilingual children have mastered discourse skills and whether they show sensitivity to the discourse principle of information status of referents in their speech and gestures. We compare the speech and gestures produced by bilingual children to those produced by English- and Mandarin-speaking monolingual children. Six English-speaking and six Mandarin-speaking monolingual children, and nine English–Mandarin bilingual children (who were more dominant in English) were videotaped while interacting with their caregivers. Monolingual Mandarin- and English-speaking children produced null arguments and pronouns respectively to indicate given third-person referents, and nouns to indicate new third-person referents. They also gestured new third-person referents more often than given third-person referents. Thus, monolinguals’ speech and gestures followed the discourse principle. English–Mandarin bilingual children's speech and gestures also followed the discourse principle but only when they were speaking in English. They produced nouns more often to indicate given third-person referents than to indicate new third-person referents in Mandarin, indicating the violation of the discourse principle. It is interesting that they gestured new third-person referents more often than given third-person referents in Mandarin. Thus, our findings suggest that gesture precedes language development at discourse level in the less-dominant language in bilinguals.

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