Exploring the boundaries of SLI: findings from morphosyntactic and story grammar analyses

Pearce, Wendy M.; McCormack, Paul; James, Deborah G. H.

doi:10.1080/0269920031000080019

Cited by 30 publications

(17 citation statements)

References 15 publications

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“…Children with SLI and NLI were shown to have similar morphosyntactic language characteristics in several studies (Pearce, McCormack, and James, 2003;Fey et al, 2004;Rice, et al, 2004) . Both diagnostic groups had more errors in the verb phrase than the noun phrase and significant difficulties with finite tense forms.…”

Section: Comparisons Between Sli and Nlimentioning

confidence: 96%

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A comparison of oral narratives in children with specific language and non-specific language impairment

Pearce

James

McCormack

2010

Clinical Linguistics & Phonetics

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This research investigated whether children with specific language impairment (SLI) and non-specific language impairment (NLI) could be differentiated by their oral narrative characteristics. Oral narrative samples were collected from 69 children and comparisons were made among four groups of participants. The two language impairment groups (SLI and NLI), aged 4;11-6;03, were matched for age and their linguistics skills. Their oral narratives were compared between these diagnostic groups and with age-matched and language-matched control groups. Measures of narrative structure, cohesion, and information did not significantly differentiate the SLI and NLI groups, suggesting that the influence of their similar linguistic skills on oral narrative measures was stronger than the influence of their differing non-verbal cognition. The SLI group produced significantly more complex and informative oral narratives than the language-matched group, while the NLI group differed from the language-matched group on fewer measures. Interactions among linguistic, cognitive, maturational, and task factors are discussed.

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Section: Comparisons Between Sli and Nlimentioning

confidence: 96%

“…Two studies compared the oral narratives of children with SLI and NLI (Fey et al, 2004;Pearce et al, 2003) . A small study by Pearce et al found that young children with SLI told more complex stories than children with NLI who were matched for MLU.…”

Section: Comparisons Between Sli and Nlimentioning

confidence: 99%

A comparison of oral narratives in children with specific language and non-specific language impairment

Pearce

James

McCormack

2010

Clinical Linguistics & Phonetics

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“…(Mayer 1969). Frequently used in this capacity (e.g., Botting 2002;Bordreau and Hedberg 1999;Eriksson 2001;Greenhalgh and Strong 2001;Miles and Chapman 2002;Norbury and Bishop 2003;Pearce et al 2003;Restrepo 1998), the picture book is well-suited for collecting narrative samples as it illustrates a typical story sequence (i.e., initiating event, plan, goal attempts, and consequences) and traditional story components (e.g., characters, setting). Using a standardized protocol through which to elicit narratives, trained examiners helped each child preview the book and then asked him or her to tell a make-believe story.…”

Section: Child Language Assessmentsmentioning

confidence: 99%

Children’s Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children’s Expressive Language Growth

Logan

Piasta

Justice

et al. 2011

Child Youth Care Forum

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The present research examines whether children's daily attendance rates would be predictive of gains in expressive language within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the quality of the teacher's interactions with the children in his or her classroom. Hierarchical linear models, nesting children within classroom, were used to examine children's growth in expressive language in two independent samples (n = 129 children in 14 classrooms; n = 160 children in 46 classrooms). Results showed positive relations between daily attendance and language gains for children enrolled in higher quality preschool classrooms. Findings suggest that at-risk children who are rarely absent from high-quality preschool classrooms show accelerated expressive language growth, thus indicating that preschool attendance is an important factor to consider in future research and policy decisions.

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“…This appears to be more likely when the elicitation materials provide less support (e.g., single picture vs. picture sequence), the children in the language-impaired group have more severe deficits, and the control group is age-matched (see Bishop & Donlan, 2005; Fey, et al, 2004; Pearce, McCormack, & James, 2003; Reilly, et al, 2004). Aspects of content and form have also been shown to be correlated.…”

mentioning

confidence: 99%

Content and Form in the Narratives of Children With Specific Language Impairment

Colozzo

Gillam

Wood

et al. 2011

J Speech Lang Hear Res

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Purpose: This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age 9;0, n = 26; Texas/Kansas sample, M age 7;6, n = 40) completed the Test of Narrative Language (TNL, Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy was measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared to age peers, the children with SLI were more likely to produce stories of uneven strength, either stories with poor content that were grammatically quite accurate, or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity.

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Exploring the boundaries of SLI: findings from morphosyntactic and story grammar analyses

Cited by 30 publications

References 15 publications

A comparison of oral narratives in children with specific language and non-specific language impairment

A comparison of oral narratives in children with specific language and non-specific language impairment

Children’s Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children’s Expressive Language Growth

Content and Form in the Narratives of Children With Specific Language Impairment

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