A Profile of the Language and Cognitive Skills Contributing to Oral Inferential Comprehension in Young Children with Developmental Language Disorder

Autor/inn/en	Dawes, Emily; Leitão, Suze; Claessen, Mary; Kane, Robert
Titel	A Profile of the Language and Cognitive Skills Contributing to Oral Inferential Comprehension in Young Children with Developmental Language Disorder
Quelle	In: International Journal of Language & Communication Disorders, 53 (2018) 6, S.1139-1149 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12427
Schlagwörter	Young Children; Language Impairments; Developmental Disabilities; Inferences; Comprehension; Oral Language; Cognitive Ability; Language Skills; Vocabulary; Theory of Mind; Predictor Variables + Suchen Sie Ihr Suchwort? Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Inference; Inferenz; Verstehen; Verständnis; Oral interpretation; Mündlicher Sprachgebrauch; Denkfähigkeit; Language skill; Sprachkompetenz; Wortschatz; Prädiktor
Abstract	Background: Children with developmental language disorder (DLD) demonstrate poor oral inferential comprehension. Research investigating the skills that underpin oral inferential comprehension in young children with DLD is necessary in order to better understand and improve inferential comprehension in this population. Aims: To profile the language and cognitive skills that contribute to oral inferential comprehension in young children with DLD. Methods & Procedures Seventy-six children aged 5-6 years with a diagnosis of DLD were assessed on a wide range of language and cognitive measures. Oral inferential comprehension of narrative was the primary outcome measure. Outcomes & Results: Narrative macrostructure and microstructure, literal comprehension, vocabulary, phonological loop, and theory of mind were significant predictors of inferential comprehension in bivariate analyses. However, multivariate regression analysis indicated that only narrative retell macrostructure and theory of mind contributed a significant amount of unique variance to inferential comprehension. Conclusions & Implications This study profiled the skills contributing to oral inferential comprehension in young children with DLD, to support the clinical and theoretical understanding of the ability in this population. The findings have implications for future intervention studies. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01