Comparison of Personal versus Fictional Narratives of Children with Language Impairment

Autor/inn/en	McCabe, Allyssa; Bliss, Lynn; Barra, Gabriela; Bennett, MariBeth
Titel	Comparison of Personal versus Fictional Narratives of Children with Language Impairment
Quelle	In: American Journal of Speech-Language Pathology, 17 (2008) 2, S.194-206 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/019)
Schlagwörter	Picture Books; Language Impairments; High Stakes Tests; Speech Language Pathology; Personal Narratives; Language Acquisition; Fiction; Comparative Analysis; Children; Evaluation Methods; Clinical Evaluation of Language Fundamentals; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + 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; Erlebniserzählung; Sprachaneignung; Spracherwerb; Fiktion; Child; Kind; Kinder
Abstract	Purpose: Personal narratives are common in children's conversations, recommended as the appropriate genre for early writing by educators, and part of many high-stakes tests, possibly because they tend to be better formed than fictional narratives. However, current practice in the field of speech-language pathology employs fictional narratives in assessment, intervention, and study of children with impaired language development. This article explored performance on personal versus fictional narratives by children with language impairment (LI), hypothesizing that performance on the former would be better and a minimal relationship between performances in the 2 genres. Method: Twenty-seven children age 7;0-9;9 (years;months) with LI orally produced personal and fictional narratives (responses to a wordless picture book). Narratives were analyzed by raters blind to experimental hypotheses using high-point analysis and an analysis derived from scoring of a high-stakes composition for 4th grade. Results: High-point ratings of personal significantly exceeded those of fictional narratives. Disproportionate fictional stories did not meet minimal narrative criteria. However, more personal narratives than would be expected by chance did. The analyses were significantly correlated. Quality of a child's performance of personal was minimally related to that of fictional narratives. Conclusions: Clinicians may want to consider functional aspects of personal narratives. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10