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ERIC Number: EJ1152861
Record Type: Journal
Publication Date: 2017-Sep
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1944-7515
Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities
Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn
American Journal on Intellectual and Developmental Disabilities, v122 n5 p392-408 Sep 2017
Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative language microstructure and relative strengths and weaknesses in narrative macrostructure. Students' narrative macrostructure accounted for significant variance in reading comprehension beyond what was accounted for by narrative microstructure (i.e., mean length of utterance in morphemes, number of different words, total utterances). This study provides considerations for measuring narrative quality when characterizing the functional language skills of students with mild levels of intellectual disability. Measurement tools that quantify the quality of language provide important information regarding targets of intervention beyond grammar and vocabulary.
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H324K040007; T32HD007489; P30HD03352