Narrative Discourse Abilities of Adolescents with Language Disorder

2015 ◽  
Vol 24 (4) ◽  
pp. 297-309 ◽  
Author(s):  
김정아 ◽  
KIMYOUNGTAE
Keyword(s):  
Language Disorder ◽  
Narrative Discourse

Measurement of Narrative Discourse Ability in Children With Language Disorders

1995 ◽  
Vol 38 (2) ◽  
pp. 415-425 ◽  
Author(s):  
Betty Z. Liles ◽  
Robert J. Duffy ◽  
Donna D. Merritt ◽  
Sherry L. Purcell
Keyword(s):  
Language Disorder ◽  
Narrative Discourse ◽  
Sentence Structure ◽  
Language Abilities ◽  
Story Content ◽  
Factor Ii ◽  
Global Organization ◽  
Two Factors ◽  
Multiple Variables ◽  
Grammatical Sentence

Narratives from three studies differing in subject pools, elicitation procedures, and story content were analyzed using seven variables hypothesized to measure a variety of language abilities used in narrative production. Two questions were addressed: (a) To what extent did multiple variables represent common factors? and (b) To what extent did these variables distinguish children with language disorder from their nondisordered peers? Results indicated that: (a) The seven variables represented two factors; Factor I measured global organization of content (i.e., episode structure), and Factor II measured within- and across-sentence structure (i.e., grammatical sentence structure, within subordinate clause productivity, and textual cohesion), and (b) regardless of study, only the variables representing Factor II were selected as the most effective in predicting group membership.

scholarly journals A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

2018 ◽  
Vol 35 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Emily Dawes ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Robert Kane
Keyword(s):  
Phonological Awareness ◽  
Small Group ◽  
Group Intervention ◽  
Language Disorder ◽  
Controlled Trial ◽  
Narrative Discourse ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Significant Difference ◽  
Inferential Comprehension

Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention.

Narrative Discourse in Children With Language Disorders and Children With Normal Language

1993 ◽  
Vol 36 (5) ◽  
pp. 868-882 ◽  
Author(s):  
Betty Z. Liles
Keyword(s):  
Language Disorder ◽  
Narrative Research ◽  
Language Disorders ◽  
Narrative Discourse ◽  
Future Research ◽  
Clinical Implications ◽  
Methodological Issues ◽  
Theoretical Perspectives ◽  
Normal Language ◽  
Narrative Ability

This review and analysis of the literature on narrative discourse in children places particular emphasis on children with language disorder. The review (a) describes theoretical perspectives on narrative use, (b) surveys researchers’ rationales for the investigation of narrative ability, (c) discusses methodological issues relevant to narrative research, and (d) concludes with a discussion regarding future research. Specific topics contained within these discussions include contributions from allied disciplines, the pragmatic nature of narrative use, narrative ability as an index of language development, methodological issues in research design, and clinical implications of future research.

scholarly journals Intervention in the Cohesion of Narrative Discourse in Pupils with Developmental Language Disorder

2021 ◽  
pp. 000-000
Author(s):  
Atteneri Delgado-Cruz ◽  
Gustavo M. Ramírez-Santana ◽  
Víctor M. Acosta-Rodríguez
Keyword(s):  
Language Disorder ◽  
Narrative Discourse ◽  
Developmental Language Disorder

Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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