Narrative Comprehension and Production in Children with SLI: An Eye Movement Study

Autor/inn/en	Andreu, Llorenc; Sanz-Torrent, Monica; Olmos, Joan Guardia; MacWhinney, Brian
Titel	Narrative Comprehension and Production in Children with SLI: An Eye Movement Study
Quelle	In: Clinical Linguistics & Phonetics, 25 (2011) 9, S.767-783 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2011.565542
Schlagwörter	Semantics; Eye Movements; Language Impairments; Human Body; Spanish Speaking; Comparative Analysis; Foreign Countries; Comprehension; Visual Stimuli; Reading Aloud to Others; Error Patterns; Story Telling; Recall (Psychology); Young Children; Spain; Kaufman Brief Intelligence Test; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Semantik; Augenbewegung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Menschlicher Körper; Ausland; Verstehen; Verständnis; Fehlertyp; Abberufung; Frühe Kindheit; Spanien
Abstract	This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5;8 years) and 12 typically developing children (mean age 5;6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and Spanish-speaking children with SLI. The comprehension task involved the recording of eye movements during the visual exploration of successive scenes in a story, while listening to the associated narrative. With regard to production, the children were asked to retell the story, while once again looking at the scenes, as their eye movements were monitored. During narrative production, children with SLI look at the most semantically relevant areas of the scenes fewer times than their age-matched controls, but no differences were found in narrative comprehension. Moreover, the analyses of speech productions revealed that children with SLI retained less information and made more semantic and syntactic errors during retelling. Implications for theories that characterize SLI are discussed. (Contains 7 tables, 4 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10