ERIC Number: EJ825002
Record Type: Journal
Publication Date: 2009-Jan
Abstractor: As Provided
Reference Count: 0
The Effects of Context on the Classroom Discourse Skills of Children with Language Impairment
Peets, Kathleen F.
Language, Speech, and Hearing Services in Schools, v40 n1 p5-16 Jan 2009
Purpose: The purpose of this study was to explore the effects of context on the classroom discourse skills of children with language impairment (LI). Method: Four classroom contexts were audiotaped among 11 children with LI: a journal-writing conference, a small-group lesson, a peer play session, and sharing time. Results: Context affected the children's performances on language productivity and complexity measures, self-monitoring strategies, and turn-taking patterns. Clinical Implications: Classroom discourse as a set of discourse genres is critical in the assessment and intervention of LI. In order to be representative of a given child's competence, several of such genres must be sampled in language assessment.
Descriptors: Language Impairments, Children, Context Effect, Classroom Communication, Discourse Modes, Communication Skills
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A