Mothers' Autobiographical Memory and Book Narratives with Children with Specific Language Impairment

Autor/inn/en	Tompkins, Virginia; Farrar, M. Jeffrey
Titel	Mothers' Autobiographical Memory and Book Narratives with Children with Specific Language Impairment
Quelle	In: Journal of Communication Disorders, 44 (2011) 1, S.1-22 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2010.06.002
Schlagwörter	Mothers; Language Impairments; Memory; Scaffolding (Teaching Technique); Personal Narratives; Children; Outcomes of Education; Intervention; Story Telling; Books; Interpersonal Communication; Parent Child Relationship + Suchen Sie Ihr Suchwort? Mother; Mutter; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Gedächtnis; Erlebniserzählung; Child; Kind; Kinder; Lernleistung; Schulerfolg; Book; Buch; Monographie; Monografie; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This study examined the role that mothers' scaffolding plays in the autobiographical memory (AM) and storybook narratives of children with specific language impairment (SLI). Seven 4-5-year-old children and their mothers co-constructed narratives in both contexts. We also compared children's narratives with mothers to their narratives with an experimenter. Narratives were assessed in terms of narrative style (i.e., elaborativeness) and topic control. Mothers' elaborative and repetitive questions during AM and book narratives were related to children's elaborations, whereas mothers' elaborative and repetitive statements were not. Mothers produced more topic-controlling utterances than children in both contexts; however, both mothers and children provided proportionally more information in the book context. Additionally, children were more elaborative with mothers compared to an experimenter. Learning outcomes: Readers will be able to: (1) understand the importance of mother-child narratives for both typical and clinical populations; (2) understand how mother-child autobiographical memory and storybook narratives may differ between typical and clinical populations; and (3) consider the implications for designing narrative intervention studies for language impaired children. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10