Results support and extend previous research by indicating that SFA improves confrontational naming ability and may benefit word retrieval in discourse production of closed-set contexts.
This study investigated the use of a story retelling task as a mechanism for screening integrated communicative performance. Comparisons were made between story retelling performance and performance on two standardized screening tools for kindergarten, readiness, and first-grade children. Results suggest that story retelling is a more stringent measure of integrated communicative performance.
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