ERIC Number: EJ951060
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 0
Narrative Ability of Children with Speech Sound Disorders and the Prediction of Later Literacy Skills
Wellman, Rachel L.; Lewis, Barbara A.; Freebairn, Lisa A.; Avrich, Allison A.; Hansen, Amy J.; Stein, Catherine M.
Language, Speech, and Hearing Services in Schools, v42 n4 p561-579 Oct 2011
Purpose: The main purpose of this study was to examine how children with isolated speech sound disorders (SSDs; n = 20), children with combined SSDs and language impairment (LI; n = 20), and typically developing children (n = 20), ages 3;3 (years;months) to 6;6, differ in narrative ability. The second purpose was to determine if early narrative ability predicts school-age (8-12 years) literacy skills. Method: This study employed a longitudinal cohort design. The children completed a narrative retelling task before their formal literacy instruction began. The narratives were analyzed and compared for group differences. Performance on these early narratives was then used to predict the children's reading decoding, reading comprehension, and written language ability at school age. Results: Significant group differences were found in children's (a) ability to answer questions about the story, (b) use of story grammars, and (c) number of correct and irrelevant utterances. Regression analysis demonstrated that measures of story structure and accuracy were the best predictors of the decoding of real words, reading comprehension, and written language. Measures of syntax and lexical diversity were the best predictors of the decoding of nonsense words. Conclusion: Combined SSDs and LI, and not isolated SSDs, impact a child's narrative abilities. Narrative retelling is a useful task for predicting which children may be at risk for later literacy problems.
Descriptors: Story Telling, Speech Impairments, Young Children, Children, Literacy, Language Impairments, Longitudinal Studies, Cohort Analysis, Comparative Analysis, Prediction, Decoding (Reading), Reading Comprehension, Written Language, Differences, Story Grammar, Regression (Statistics), Accuracy, Syntax
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