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1
Deficits in narrative abilities in child British Sign Language users with specific language impairment
Mason, K.; Herman, R.; Morgan, G.; Rowley, K.. - : Wiley Blackwell, 2014
Abstract: This study details the first ever investigation of narrative skills in a group of 17 deaf signing children who have been diagnosed with disorders in their British Sign Language development compared with a control group of 17 deaf child signers matched for age, gender, education, quantity, and quality of language exposure and non-verbal intelligence. Children were asked to generate a narrative based on events in a language free video. Narratives were analysed for global structure, information content and local level grammatical devices, especially verb morphology. The language-impaired group produced shorter, less structured and grammatically simpler narratives than controls, with verb morphology particularly impaired. Despite major differences in how sign and spoken languages are articulated, narrative is shown to be a reliable marker of language impairment across the modality boundaries.
Keyword: P Philology. Linguistics
URL: https://openaccess.city.ac.uk/id/eprint/3413/
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1460-6984
https://doi.org/10.1111/1460-6984.12078
https://openaccess.city.ac.uk/id/eprint/3413/1/Deficits%20in%20narrative%20abilities%20in%20child%20British%20Sign%20Language.pdf
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2
Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language
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3
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
Rowley, K.; Herman, R.; Morgan, G.. - : Cambridge University Press, 2013
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4
Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice
Mason, K.; Rowley, K.; Morgan, G.. - : British Psychological Society, 2010
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5
Identifying SLI in deaf children acquiring British Sign Language: Implications for theory and practice
Mason, K.; Rowley, K.; Marshall, C. R.. - : British Psychological Society, 2010
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