Narrative abilities of Mandarin-speaking children with and without specific language impairment: macrostructure and microstructure

Torng, Pao-Chuan; Sah, Wen-hui

doi:10.1080/02699206.2019.1655097

Cited by 11 publications

(5 citation statements)

References 46 publications

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“…In previous studies about DLD, SLI, and LI, researchers did not reach a conclusion on grammatical errors and number of complex sentences as evident measures for identifying Mandarin-speaking children with DLD (Sheng et. al., 2020; Torng and Sah, 2019). Meanwhile, MLU may be an applicable measure for providing valuable information.…”

Section: Introductionmentioning

confidence: 99%

Mean length of utterance among Mandarin-speaking children with and without DLD

2020

Child Language Teaching and Therapy

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This study explored the differences in mean length of utterance (MLU) and mean length of the five longest utterances (MLU5) between 5–6-year-old Mandarin-speaking children, and between typically developing children and children with developmental language disorders (DLD). Eighty-nine typically developing children and 35 children with a DLD participated in this study. The researchers collected, transcribed, and analysed language samples from these children. MLU and MLU5 were analysed and compared between the groups. The results showed that MLU and MLU5 were significantly higher for 6-year-olds than 5-year-olds. Also, both MLU measures were significantly lower for children with DLD than for typically developing children. The findings demonstrate that MLU and MLU5 can be used to evaluate language ability and to identify children with DLD among Mandarin-speaking children aged 5 and 6 years.

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Section: Introductionmentioning

confidence: 99%

Mean length of utterance among Mandarin-speaking children with and without DLD

2020

Child Language Teaching and Therapy

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“…The analysis of the discourse structures of the children's production across the two modalities indicates that there were similarities in the narrative discourse structure found in the macroanalysis, story termination signal and pragmatic act type of clauses. From the results of the macroanalysis of this study it can be said that most narrative productions had complete components of a story [42]; [43]). However, participants selected the most important event (Macro-episode C) of the story because the event had a stronger connection to the aim and consequence of the story [44]).…”

Section: Similarities In the Narrative Discourse Structurementioning

confidence: 79%

“…This is consistent with the observation in other studies discussing children's written and oral narratives, that whatever narrative event that is covered in their oral narrative is also likely to be covered in their written narrative and vice versa [3]). However, the major difference was that the length of the clauses varied in each modality, with longer oral narrations [43] and compacted and formal written texts [53).…”

Section: Differences In the Linguistic Discourse Structurementioning

confidence: 99%

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Nomagugu,

Ramona

2023

IJEHSS

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This study seeks to describe the discourse structures when Swazi English as Second Language (ESL) Grade 3 students produce English oral and written narratives. The third graders were typically developing children (TD) and were asked to perform two language tasks. They had to speak and write in English based on a less used wordless cartoon entitled "The boy who learned to fly, Usain Bolt". ELAN software was used to transcribe and code samples of oral language. The findings were that, both oral and written narrative discourse production had similar narrative structures. However, the differences emanated from the linguistic structures. The written narrative discourse productions were compressed, laden with ungrammatical language and phonetic spelling while oral narrative discourse productions were long, used code-switching, direct speech, contractions, and repairs. Furthermore, the differences in the linguistic discourse structures have a great connection with the students' varying achievement levels. The implications of these results are that language practitioners/instructors need to help language learners get acquainted with language used in the spoken and written modalities, particularly the middle and lower achievement categories. This could be achieved by focusing their teaching on language forms and provide the learners with proper contexts in which these modes can be used appropriately in English language for academic success.

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“…There is an extensive body of research comparing the narrative skills of children with DLD to those of children with TD, but results are conflicting for narrative macrostructure. Some studies have found children with TD to obtain higher story grammar scores or include more narrative content, that is, more story grammar components, and hence, more coherent stories (e.g., Bishop & Donlan, 2005;Mäkinen et al, 2014;Norbury et al, 2014;Reilly et al, 2004;Torng & Sah, 2020); whereas, other studies have not found macrostructure to distinguish between TD and DLD groups (e.g., Dodwell & Bavin, 2008;Norbury & Bishop, 2003;Tsimpli, Peristeri & Andreou, 2016). The conflicting findings could be due, in part, to methodological differences.…”

Section: Children With Dldmentioning

confidence: 98%

Narrative macrostructure and microstructure profiles of bilingual children with autism spectrum disorder: differentiation from bilingual children with developmental language disorder and typical development

Govindarajan

Paradis²

2022

Applied Psycholinguistics

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Children with autism spectrum disorder (ASD) show heterogeneous language profiles beyond early language delays. Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct.

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Narrative abilities of Mandarin-speaking children with and without specific language impairment: macrostructure and microstructure

Cited by 11 publications

References 46 publications

Mean length of utterance among Mandarin-speaking children with and without DLD

Mean length of utterance among Mandarin-speaking children with and without DLD

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Narrative macrostructure and microstructure profiles of bilingual children with autism spectrum disorder: differentiation from bilingual children with developmental language disorder and typical development

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