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A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children with Developmental Language Disorder
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In: Communicative Disorders and Deaf Education Faculty Publications (2019)
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| 2 |
Conversational Alignment: A Study of Neural Coherence and Speech Entrainment
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In: All Graduate Plan B and other Reports (2016)
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| 3 |
Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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| 4 |
“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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| 5 |
Content andForm Interactions in the Narratives of Children with Specific Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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Abstract:
This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age 9;0, n = 26; Texas/Kansas sample, M age 7;6, n = 40) completed the Test of Narrative Language (TNL, Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy was measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared to age peers, the children with SLI were more likely to produce stories of uneven strength, either stories with poor content that were grammatically quite accurate, or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity.
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Keyword:
Communication Sciences and Disorders; Form Interactions; Narratives of Children; Specific Language Impairment; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/30
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| 6 |
The Effects of Literate Narrative Intervention on Children with Neurologically Based Language Impairments: An Early State Study
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 7 |
Bilingual Performanceon Nonword Repetition in Spanish and English
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 8 |
Speaking Rate Characteristicsof Elementary-School-Aged Children Who Do and Do not Stutter
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 9 |
What YouHear and What You Say: Language Performance in Early Sequential Spanish EnglishBilinguals
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 10 |
Language Sample Measures andLanguage Ability in Spanish English Bilingual Kindergarteners
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 11 |
The Expressive Elaboration of Imaginative Narratives by Children with Specific Language Impairment.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 12 |
The Effects of Fast ForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 13 |
Language Intervention Practices with School-Age Children with Spoken Language Disorders: A Systematic Review.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 14 |
Noun Phrase Elaboration in Children’s Spoken Stories.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 15 |
The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Clinical Trial.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 16 |
Retelling a Script-Based Story: Do Children with and without Language Impairments Focus on Script and Story Elements?
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 17 |
The Role of Clinical Judgments of Modifiabilityin the Diagnosis of Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 18 |
Making Evidence-Based Decisions about Child Language Intervention in Schools.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 19 |
The Index of Narrative Micro-Structure (INMIS): A Clinical Tool for Analyzing School-Age Children’s Narrative Performance.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 20 |
Training in Phonological AwarenessGeneralizes to Phonological Working Memory: A Preliminary Investigation
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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