Can Connective Use Differentiate between Children with and without Specific Language Impairment?

Autor/inn/en	Tribushinina, Elena; Dubinkina, Elena; Sanders, Ted
Titel	Can Connective Use Differentiate between Children with and without Specific Language Impairment?
Quelle	In: First Language, 35 (2015) 1, S.3-26 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723714566334
Schlagwörter	Language Impairments; Error Patterns; Attribution Theory; Interviews; Connected Discourse; Russian; Children; Discourse Analysis; Form Classes (Languages); Foreign Countries; Intelligence Tests; Coding; Statistical Analysis; Monolingualism; Error Analysis (Language); Qualitative Research + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fehlertyp; Interviewing; Interviewtechnik; Russisch; Child; Kind; Kinder; Diskursanalyse; Analytischer Sprachbau; Ausland; Intelligence test; Intelligenztest; Codierung; Programmierung; Statistische Analyse; Error analysis; Language; Fehleranalyse; Qualitative Forschung
Abstract	The ability of language-impaired children to maintain coherence by using discourse connectives has so far been assessed by quantitative measures. This study is a first attempt to scrutinize the "quality" of connective use in specific language impairment (SLI). The authors investigate whether Russian-speaking children reveal sensitivity to the subtle discourse-organizational distinctions between the quasi-synonymous connectives "i" "and" and "a" "and/but" in a narrative task. Study 1 compared connective use by 7-year-olds with and without SLI. The results demonstrate that connective frequencies do not differentiate between the two groups, but language-impaired children more often use connectives in a way that violates causal relations in the story. Study 2 assessed connective production by the same SLI participants 16 months later and also tested understanding of causal chains in a follow-up interview. The error rates remained high. These errors were not due to poor understanding of the story, since the language-impaired children answered the causal questions in the follow-up interview as well as their unimpaired peers did. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01