scholarly journals Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 1052
Author(s):  
Irina Iuliu ◽  
Verónica Martínez
Keyword(s):  
Cognitive Skills ◽  
Data Exchange ◽  
Language Disorder ◽  
Narrative Structure ◽  
Discourse Markers ◽  
Oral Narrative ◽  
Developmental Language Disorder ◽  
Narrative Skills ◽  
Oral Retelling ◽  
Language Data

Background: A narrative requires the integration and management of linguistic and cognitive skills. It has been observed that children with Developmental Language Disorder (DLD) have difficulties in narrating stories. This research proposes an intervention in a case of a child 9 years and 2 months old with DLD, with the aim of improving his oral narrative skills through a retelling task via telepractice. Methods: In the evaluation, standardized tests have been used and a ‘remembering a story’ task, with a story titled The Lost Backpack, elaborated by one of the authors. Narratives were elicited in two sessions, and were transcribed, coded, and analysed using the Child Language Data Exchange System CHILDES Project tool. The participant received a total of 10 sessions through the Skype platform, which included intervention-addressed explicit instruction about the narrative structure and the use of discourse markers to improve cohesion in story retelling. Results: Significant changes were observed in the retelling of the story at microstructure and macrostructure levels: an increase of the Mean Length of Utterance (MLU), Types and Tokens, specific vocabulary, discourse markers and the recall of events. Conclusions: These results demonstrate the effectiveness of intervention in narrative skills through the oral retelling of a story with visual support via tele-practice.

scholarly journals Focus on the Narrative Skills of Teenagers With Developmental Language Disorder and High Functioning Autism

2021 ◽  
Vol 12 ◽  
Author(s):  
Lucie Broc ◽  
Elise Brassart ◽  
Anne Bragard ◽  
Thierry Olive ◽  
Marie-Anne Schelstraete
Keyword(s):  
Cognitive Skills ◽  
Personal Experience ◽  
Social Cognitive ◽  
Language Disorder ◽  
High Functioning Autism ◽  
Mental States ◽  
Developmental Language Disorder ◽  
Daily Lives ◽  
High Functioning ◽  
Narrative Skills

Purpose: Narratives of personal experiences emerge early in language acquisition and are particularly commonly experienced in children’s daily lives. To produce these stories, children need to develop narrative, linguistic, and social-cognitive skills. Research has shown that these skills are impaired in children with developmental language disorder (DLD) and high functioning autism (HFA).Aim: This study aimed to determine whether narrative skills are still impaired in adolescence and to highlight the language similarities and differences between teenagers with DLD and HFA in the production of a narrative of a personal experience.Method: Ten teenagers with DLD, 10 teenagers with HFA and 10 typically developing (TD) teenagers, matched on chronological age, told a narrative of a personal experience. These stories were analyzed to evaluate narrative skills through coherence (respect of the narrative schema) and cohesion (anaphora and connectors) and social-cognitive skills (affective and cognitive mental states of the characters, and arbitrary vocalizations such as voice noises).Results: Teenagers with DLD were less compliant with the complication step in the narrative schema than teenagers with HFA or TD. No difference was observed between the three groups of teenagers in terms of cohesion or regarding the positive and negative social-cognitive skills used in narratives.Conclusion: When producing a narrative of a personal experience, HFA teens do not have difficulties neither with narrative skills and with social-cognitive skills assessed in this paper. In DLD the profile of the teens is not the same: They do not have difficulties with social-cognitive skills and with a part of narrative skills (cohesion), and they have difficulties with the narrative schema.

Narrative Discourse Markers in Malory’s Morte D’Arthur

2000 ◽  
Vol 1 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Monika Fludernik
Keyword(s):  
Narrative Structure ◽  
Discourse Markers ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
King Arthur ◽  
Morte D'arthur ◽  
Narrative Prose ◽  
Line Analysis

On the basis of the model of narrative structure proposed in Fludernik (1996b) this paper presents the results of an investigation of discourse markers in Thomas Malory’s Morte D’Arthur, with a complete line-by-line analysis of The Tale of King Arthur, Books I to III (“Merlin”; “Balin”; “Torre and Pellinor”), A Noble Tale of Sir Launcelot du Lake, and The Book of Sir Tristram de Lyones (Book XIV: “Launcelot and Elaine”). The paper argues that the inflation of discourse markers in Malory is a sign of their imminent disappearance from narrative prose and that other features that indicate a dissolution of the oral narrative episode pattern are also visible in the text.

scholarly journals The Croatian adaptation of the Multilingual Assessment Instrument for Narratives*

2020 ◽  
Vol 64 ◽  
pp. 37-44
Author(s):  
Gordana Hržica ◽  
Jelena Kuvač Kraljević
Keyword(s):  
Assessment Tool ◽  
Language Disorder ◽  
Age Groups ◽  
Language Disorders ◽  
Assessment Instrument ◽  
Developmental Language Disorder ◽  
Research Projects ◽  
Narrative Skills ◽  
Bilingual Speakers ◽  
Age Range

This paper presents the Croatian version of the Multilingual Assessment tool for Narratives (MAIN), outlines its development and describes the research that has used it to assess narrative skills in monolingual and bilingual speakers. The Croatian version of MAIN has so far been used in three research projects and results have been presented in five peer-reviewed articles (published or in press) covering a total of 175 children in the age range from 5;0 to 9;0 (20 with developmental language disorder) and 60 adults, age range from 22 to 76. The accumulated results indicate that MAIN can differentiate narrative skills of speakers in distinct age groups and can distinguish children with language disorders form children with typical language development.

scholarly journals Oral narrative skills of late talkers at ages 8 and 9

2002 ◽  
Vol 23 (1) ◽  
pp. 1-21 ◽  
Author(s):  
JOAN MANHARDT ◽  
LESLIE RESCORLA
Keyword(s):  
Picture Book ◽  
Specific Area ◽  
Narrative Structure ◽  
Language Delay ◽  
Oral Narrative ◽  
Typically Developing ◽  
Factor Scores ◽  
Story Grammar ◽  
Narrative Skills ◽  
Late Talkers

This study compared the oral narrative skills of 31 school-aged children diagnosed at 24 to 31 months with expressive language delay (late talkers) with those of 23 typically developing peers. Based upon an extensively studied picture-book task, Frog, Where are You?, narratives were elicited from all participants both at age 8 and age 9. At age 9, children were asked to tell the story again and to increase their references to evaluative information (characters' emotions, character speech, and causal explanations of events; “supported” telling condition). Groups were compared on Syntax, Story Grammar, Cohesion, and Evaluative Information factor scores derived from the narrative measures. Children with histories of early language delay obtained lower Syntax, Story Grammar, and Evaluative Information factor scores than typically developing peers for each of their three narrative productions. The late talkers scored in the average range at age 8 on the Clinical Evaluation of Language Fundamentals–Revised (CELF-R), but their scores were significantly lower than those of the comparison peers. When the group differences on the Story Grammar factor were reanalyzed with the CELF-R score as a covariate, the late talkers demonstrated weaknesses in story grammar skills independent of the variance accounted for by their weaker general language skills. This suggests that the use of narrative structure may be a specific area of underachievement for late talkers, in addition to their continuing weakness in syntactic and lexical abilities, relative to typically developing peers from the same SES background.

Performance differences between verbally talented preschoolers and their regular counterparts in storytelling

2014 ◽  
Vol 31 (3) ◽  
pp. 214-231 ◽  
Author(s):  
Enyi Jen ◽  
Christine Chifen Tseng ◽  
Ching-Chih Kuo
Keyword(s):  
Data Exchange ◽  
Future Research ◽  
Exchange System ◽  
Regular Group ◽  
Narrative Skills ◽  
Children's Picture Books ◽  
Language Data ◽  
Enrichment Program ◽  
Screening Session ◽  
Mean Length Of Utterance

The primary purpose of this study was to compare language and narrative skills of both talented and regular young children in Taiwan. The participants were asked to tell a story based on images in children’s picture books. Twelve children, who participated in a screening session designed to identify young talented children for the Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Talented Preschoolers (PSMIGP program), were divided into a verbally talented group (VT) and a regular group (RE). The stories told by the participants were tape-recorded, transcribed, and coded using the Child Language Data Exchange System (CHILDES). The results indicated that the verbally talented children demonstrated their linguistic talents at as young as four years of age. In telling a story, they used more clauses and more words that were different to complete the task. In addition, they used more modifiers (i.e. adjectives and adverbs) and employed more conjunctions that were more complex. However, there were no differences between the two groups in mean length of utterance (MLU) and type-token ratios (TTRs). This paper presents a discussion on the implications of this study and offers suggestions for future research.

Machine-Scored Syntax: Comparison of the CLAN Automatic Scoring Program to Manual Scoring

2020 ◽  
Vol 51 (2) ◽  
pp. 479-493
Author(s):  
Jenny A. Roberts ◽  
Evelyn P. Altenberg ◽  
Madison Hunter
Keyword(s):  
Data Exchange ◽  
Child Language ◽  
Exchange System ◽  
Absolute Point ◽  
Language Analysis ◽  
Search Patterns ◽  
Language Data ◽  
Report Accuracy ◽  
Point To Point ◽  
Automatic Scoring

Purpose The results of automatic machine scoring of the Index of Productive Syntax from the Computerized Language ANalysis (CLAN) tools of the Child Language Data Exchange System of TalkBank (MacWhinney, 2000) were compared to manual scoring to determine the accuracy of the machine-scored method. Method Twenty transcripts of 10 children from archival data of the Weismer Corpus from the Child Language Data Exchange System at 30 and 42 months were examined. Measures of absolute point difference and point-to-point accuracy were compared, as well as points erroneously given and missed. Two new measures for evaluating automatic scoring of the Index of Productive Syntax were introduced: Machine Item Accuracy (MIA) and Cascade Failure Rate— these measures further analyze points erroneously given and missed. Differences in total scores, subscale scores, and individual structures were also reported. Results Mean absolute point difference between machine and hand scoring was 3.65, point-to-point agreement was 72.6%, and MIA was 74.9%. There were large differences in subscales, with Noun Phrase and Verb Phrase subscales generally providing greater accuracy and agreement than Question/Negation and Sentence Structures subscales. There were significantly more erroneous than missed items in machine scoring, attributed to problems of mistagging of elements, imprecise search patterns, and other errors. Cascade failure resulted in an average of 4.65 points lost per transcript. Conclusions The CLAN program showed relatively inaccurate outcomes in comparison to manual scoring on both traditional and new measures of accuracy. Recommendations for improvement of the program include accounting for second exemplar violations and applying cascaded credit, among other suggestions. It was proposed that research on machine-scored syntax routinely report accuracy measures detailing erroneous and missed scores, including MIA, so that researchers and clinicians are aware of the limitations of a machine-scoring program. Supplemental Material https://doi.org/10.23641/asha.11984364

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

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