Pronominal Reference Skills of Second and Fourth Grade Children with Language Impairment

Autor/inn/en	Finestack, Lizbeth H.; Fey, Marc E.; Catts, Hugh W.
Titel	Pronominal Reference Skills of Second and Fourth Grade Children with Language Impairment
Quelle	In: Journal of Communication Disorders, 39 (2006) 3, S.232-248 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2005.12.003
Schlagwörter	Language Impairments; Grade 2; Grade 4; Form Classes (Languages); Language Acquisition; Gender Differences; Personal Narratives; Speech Language Pathology; Language Skills; Connected Discourse + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Analytischer Sprachbau; Sprachaneignung; Spracherwerb; Geschlechterkonflikt; Erlebniserzählung; Language skill; Sprachkompetenz
Abstract	Pronominal referencing was evaluated in a sample of 569 children comprising four diagnostic subgroups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), and typical language with low nonverbal IQ (LNIQ). Participants generated oral narratives in second grade and again in fourth grade. The narratives of the females in the TL group included a significantly higher rate of pronominal references than the narratives of both the males in the TL group and the females in the NLI group. A higher percentage of complete pronominal references was found in the TL group compared to the SLI group. These findings suggest that pronominal referencing measures are not sensitive enough to differentiate school-aged children with typical language development from those with language impairment. Learning outcomes: The reader will: (1) become familiar with narrative language measures and (2) learn how groups of children with varying language and cognitive profiles perform on measures of referential cohesion. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10