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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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65 |
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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66 |
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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67 |
Attention and Memory in Child Language Disorders
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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70 |
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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71 |
Consulting the Evidence to Provide Treatment for a Preschooler with Moderate-to-Severe Speech Disorders Who Has Not Responded Well to Previous Treatment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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72 |
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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77 |
The Index Of Narrative Microstructure: A Clinical Tool For Analyzing School-Age Children's Narrative Performances
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Abstract:
Purpose: This research was conducted to develop a clinical tool-the Index of Narrative Microstructure (INMIS)-that would parsimoniously account for important microstructural aspects of narrative production for school-age children. The study provides field test age- and grade-based INMIS values to aid clinicians in making normative judgments about microstructural aspects of pupils' narrative performance. Method: Narrative samples using a single-picture elicitation context were collected from 250 children age 5-12 years and then transcribed and segmented into T-units. A T-unit consists of a single main clause and any dependent constituents. The narrative transcripts were then coded and analyzed to document a comprehensive set of microstructural indices. Results: Factor analysis indicated that narrative microstructure consisted of 2 moderately related factors. The Productivity factor primarily comprised measures of word output, lexical diversity, and T-unit output. The Complexity factor comprised measures of syntactic organization, with mean length of T-units in words and proportion of complex T-units loading most strongly. Principal components analysis was used to provide a linear combination of 8 variables to approximate the 2 factors. Formulas for calculating a student's performance on the 2 factors using 8 narrative measures are provided. Conclusions: This study provided a method for professionals to calculate INMIS scores for narrative Productivity and Complexity for comparison against field test data for age (5- to 12-year-old) or grade (kindergarten to Grade 6) groupings. INMIS scores complement other tools in evaluating a child's narrative performance specifically and language abilities more generally. ; Communication Sciences and Disorders
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Keyword:
achieving children; african-american english; audiology & speech-language pathology; discourse; diversity; factor scores; fictional narratives; language assessment; learning-disabilities; lexical; linguistics; literate language features; narrative assessment; narrative development; oral narratives; rehabilitation; school-age language; spoken narratives
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URL: http://hdl.handle.net/2152/31198
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78 |
Language learning and language change in children with specific language impairment who speak African American English
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79 |
The relationships between working memory, language, and phonological processing: evidence from cross-language transfer in bilinguals
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80 |
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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