Grammatical Performance of Children with Language Disorder on Structured Elicitation and Narrative Tasks

Autor/in	Hesketh, Anne
Titel	Grammatical Performance of Children with Language Disorder on Structured Elicitation and Narrative Tasks
Quelle	18 (2004) 3, S.161-182 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
Schlagwörter	Quantitative Daten; Grammar; Language Impairments; Comparative Analysis; Syntax; Task Analysis; Personal Narratives; Expressive Language; Oral Language; Children; Measures (Individuals) + Suchen Sie Ihr Suchwort? Grammatik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufgabenanalyse; Erlebniserzählung; Oral interpretation; Mündlicher Sprachgebrauch; Child; Kind; Kinder; Messdaten
Abstract	The primary objective was to compare the grammatical output of children with language disorders on different tasks. Sixty-five children with language disorders, aged six to eleven, completed the syntactic formulation (elicitation) and narrative subtests from the Assessment of Comprehension and Expression 6-11 (Adams et al. 2001). Grammatical variables were computed for the narrative data and their relationship with the syntactic formulation subtest score examined. The use of ten specific constructions was compared in the two contexts. The syntactic formulation score correlated highly with narrative grammatical variables. However, for seven of the ten constructions, the elicitation task was more likely than the narrative to yield specific target structures. Structured elicitation is an efficient normative measure of grammatical production capacity. For specific structures, elicitation and narrative may give a different picture of output. Elicitation is more facilitative and may more closely reflect grammatical knowledge. Target structures were less likely to be used in the narrative, which reflects grammatical performance in a cognitively and linguistically demanding task. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10