Storytelling Skills of Children with Specific Language Impairment

Autor/inn/en	Epstein, Shelley-Ann; Phillips, Julie
Titel	Storytelling Skills of Children with Specific Language Impairment
Quelle	In: Child Language Teaching and Therapy, 25 (2009) 3, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659009339819
Schlagwörter	Picture Books; Language Impairments; Foreign Countries; Story Telling; Oral Language; Language Skills; Pictorial Stimuli; Verbal Communication; Prompting; Children; Elementary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Fantasieanregung; Benutzerführung; Child; Kind; Kinder
Abstract	Research has demonstrated that children with specific language impairment (SLI) have difficulties producing oral narratives, particularly features of macrostructural and microstructural organization. In addition, numerous methods of eliciting oral narratives (e.g. visual images and conversation techniques) have been used, with little agreement as to which is the most effective in eliciting optimal narratives in children with and without SLI. The aim of the current study was to investigate the oral narrative skills of children with SLI, focusing on their ability to generate and use elements related to macrostructural and microstructural organization when presented with visual vs. verbal methods of oral narrative elicitation. Eight participants with SLI (mean age 7;7) were recruited from a mainstream school with an attached language unit in the North West of England. The participants produced oral narratives elicited using a wordless picture book and a conversation prompt technique. An examination of the results and raw data suggested that the conversation prompts (verbal method) were more effective at recognizing the oral narrative abilities of children with SLI. Implications for clinical practice are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10