Spoken language samples of New Zealand children in conversation and narration

Westerveld, Marleen F.; Gillon, Gail; Miller, Jon F.

doi:10.1080/14417040400010140

Cited by 74 publications

(91 citation statements)

References 12 publications

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“…The protocol proved a reliable tool to accurately describe children's strengths and weaknesses in speaking situations relevant to school, family, and social routine. Analyses of the oral narrative language samples (story retelling and personal narrative language samples) contained in the database revealed a clear developmental trend of increasing syntactic complexity, semantic diversity, and verbal productivity with increasing age of the participants (Westerveld et al, 2004). Time 2 and Time 3 utilized the same elicitation techniques but different materials at each assessment to maintain the children's interest in the oral narrative tasks.…”

Section: Methodsmentioning

confidence: 99%

“…However, most research into oral narrative language abilities of children with language and/or reading impairment has used fictional story (re)tellings (e.g., Feagans & Short, 1984;Fey, Catts, ProctorWilliams, Tomblin, & Zhang, 2004;Paul, Hernandez, Taylor, & Johnson, 1996;Snyder & Downey, 1991), which typically do not yield a sufficient number of utterances for this type of microstructure analysis. Another oral narrative elicitation context that is appropriate for this age group and potentially provides a higher number of utterances is personal narratives (see also Westerveld, Gillon, & Miller, 2004). One study that has investigated personal narrative abilities in school-age children with language impairment found that these children produced personal narratives that were significantly less coherent (on measures of topic maintenance, event sequencing, and explicitness) compared to their typically developing peers (Miranda, McCabe, & Bliss, 1998).…”

Section: Assessment Of Oral Narrative Abilitymentioning

confidence: 97%

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A longitudinal investigation of oral narrative skills in children with mixed reading disability

Westerveld

Gillon

Moran

2008

International Journal of Speech-Language Pathology

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This 2-year longitudinal study investigated oral narrative ability in 14 children with mixed reading disability and their age-matched peers with typical development. The children were aged between 6;4 and 7;8 at the commencement of the study and assessments were administered individually to the children on three occasions over a 2-year period. Oral narratives were elicited in a personal narrative context (i.e., the child was encouraged to relate personal experiences in response to photo prompts) and a story retelling context. Oral narrative comprehension was assessed in a fictional story context through questions relating to story structure elements. Results indicated that the children with mixed reading disability demonstrated inferior oral narrative production and oral narrative comprehension performance compared to children with typical reading development at each assessment occasion. To further explore these children's difficulties in oral narrative ability, their performance was compared to a reading comprehension-age match control group at the third assessment trial. The results suggested the children with mixed reading disability had a specific deficit in oral narrative comprehension.

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Section: Methodsmentioning

confidence: 99%

Section: Assessment Of Oral Narrative Abilitymentioning

confidence: 97%

A longitudinal investigation of oral narrative skills in children with mixed reading disability

Westerveld

Gillon

Moran

2008

International Journal of Speech-Language Pathology

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“…Myös kerronnan lingvistisessä rakenteessa tapahtuu iänmukaista kehitystä. Lasten kasvaessa kertomusten produktiivisuus lisääntyy, ja erityisesti kehitystä näyttäisi jälleen tapahtuvan ennen kouluikää (Mäkinen, Loukusa, Nieminen ym., 2014;Westerveld, Gillon & Miller, 2004). Justice ym.…”

Section: Tyypillisesti Kehittyneiden Lasten Ja Lasten Joilla On Kielunclassified

Tyypillisesti kehittyneiden lasten ja lasten, joilla on kielellinen erityisvaikeus tai autismikirjon häiriö, suoriutuminen Edmonton Narrative Norms Instrument (ENNI) -kerrontatestissä

Mäkinen¹,

Loukusa²,

Kunnari³

2018

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Tässä tutkimuksessa tarkasteltiin 4-8-vuotiaiden (N = 171) tyypillisesti kehittyneiden lasten suoriutumista Edmonton Narrative Norms Instrument (ENNI) -kerrontatestissä. Lisäksi tutkittiin testin kykyä erotella lapset, joilla on kielellinen erityisvaikeus (N = 19) tai autismikirjon häiriö (N = 16) ikään ja sukupuoleen kaltaistetuista verrokkilapsista. Kertomuksista analysoitiin tarinan sisällön määrä kertomuskielioppikategorioiden mukaisesti arvioituna ja tuotettujen sanojen kokonaismäärä. Tulosten perusteella voidaan todeta, että sisällön ilmentäminen ja tuotettujen sanojen kokonaismäärä kehittyivät iän myötä. Erityisesti ENNI-testi näyttäisi erottelevan 4-5-ja 5-6-vuotiaat tyypillisesti kehittyneet lapset toisistaan ja vanhemmista ikäryhmistä. Sukupuolten välisiä eroja kerrontataidoissa ei havaittu. Ne lapset, joilla on kielellinen erityisvaikeus tai autismikirjon häiriö, suoriutuivat verrokkilapsiaan heikommin tarinan sisällön ilmentämisessä. Kielihäiriöisten lasten kertomukset olivat lisäksi verrokkilasten tarinoita lyhempiä. Koska suomalaislasten kerrontataitojen arvioimiseen on käytettävissä varsin niukasti tutkittuja menetelmiä, ENNI-testi voi tuoda tarvittavan lisän paikkaamaan tätä puutetta. Viitearvojen käytössä tulee kuitenkin olla varovainen, koska suuri vaihtelu on kerronnalle tyypillistä.Avainsanat: autismikirjo, kerronta, kielellinen erityisvaikeus, tarinan luominen, tyypillinen kielenkehitys Puhe ja kieli, 38:1, 23-40 (2018) 23 24 Leena Mäkinen, Soile Loukusa, Sari Kunnari

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“…Tyack and Gottsleben (1986) considered a similar age range using data from play situations and picture stimuli. Westerveld and colleagues examined the production of syntax in children from 4 -11 years, using mean length of utterance in morphemes (MLU-M), as their syntactic measure (see Westerveld, Gillon & Miller, 2004;Westerveld & Vidler, 2016). Berman and Slobin's (1994) detailed analyses of complex syntax in the 'Frog Story' project, included children from 3 to 9 years as well as an adult sample.…”

Section: Methodsological Differencesmentioning

confidence: 99%

“…Conversational sampling has the advantage of being more natural, but a narrative task is more likely to elicit complex language and full sentences (Southwood & Russell, 2004;Leadholm & Miller, 1992;Wagner et al, 2000;Thordardottir & Ellis Weismer, 2002;Westerveld, Gillon & Miller, 2004). Westerveld et al (2004) investigated the effects of three elicitation contexts on 4 to 7-year-old children's spoken language performance. They found that both story retell and personal event narratives yielded longer more complex sentences (as measured by MLU in morphemes) than a conversational task.…”

Section: Task Effects On Syntactic Complexitymentioning

confidence: 99%

Growth in syntactic complexity between 4 years and adulthood: evidence from a narrative task

Frizelle¹,

Thompson²,

McDonald³

et al. 2017

Preprint

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Studies examining productive syntax have used varying elicitation methods and have tended to focus on either young children or adolescents/adults, so we lack an account of syntactic development throughout middle childhood. We describe here the results of an analysis of clause complexity in narratives produced by 354 speakers aged from 4 years to adulthood using the Expressive, Receptive and Recall of Narrative Instrument (ERRNI). We show that the number of clauses per utterance increased steadily through this age range. However the distribution of clause types depended on which of two stories was narrated, even though both stories were designed to have a similar story structure. In addition, clausal complexity was remarkably similar regardless of whether the speaker described a narrative from pictures, or whether the same narrative was recalled from memory. Finally, our findings with the youngest children showed that the task of generating a narrative from pictures may underestimate syntactic competence in those aged below 5 years.

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Spoken language samples of New Zealand children in conversation and narration

Cited by 74 publications

References 12 publications

A longitudinal investigation of oral narrative skills in children with mixed reading disability

A longitudinal investigation of oral narrative skills in children with mixed reading disability

Tyypillisesti kehittyneiden lasten ja lasten, joilla on kielellinen erityisvaikeus tai autismikirjon häiriö, suoriutuminen Edmonton Narrative Norms Instrument (ENNI) -kerrontatestissä

Growth in syntactic complexity between 4 years and adulthood: evidence from a narrative task

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