Gesture and Speech during Shared Book Reading with Preschoolers with Specific Language Impairment

Autor/inn/en	Lavelli, Manuela; Barachetti, Chiara; Florit, Elena
Titel	Gesture and Speech during Shared Book Reading with Preschoolers with Specific Language Impairment
Quelle	In: Journal of Child Language, 42 (2015) 6, S.1191-1218 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000762
Schlagwörter	Child Language; Preschool Children; Nonverbal Communication; Speech; Language Impairments; Books; Reading Aloud to Others; Mothers; Learning Modalities; Interpersonal Communication; Hypothesis Testing; Communication Strategies; Foreign Countries; Expressive Language; Receptive Language; Multivariate Analysis; Story Reading; Italy + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Speaking; Sprechen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Book; Buch; Monographie; Monografie; Mother; Mutter; Lernumgebung; Interpersonale Kommunikation; Hypothesenprüfung; Hypothesentest; Kommunikationsstrategie; Ausland; Rezeptive Kommunikationsfähigkeit; Multivariate Analyse; Italien
Abstract	This study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture-speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the "gesture advantage" hypothesis in children with SLI, and have implications for educational and clinical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01