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“Whatdunit?” Developmental Changes in Children’s Syntactically-Based Sentence Interpretation Abilities and Sensitivity to Word Order
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In: Special Education and Rehabilitation Counseling Faculty Publications (2016)
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| 22 |
Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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| 23 |
Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals
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| 24 |
“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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| 26 |
Classroom-Based Narrative and Vocabulary Instruction (Gillam et al., 2014) ...
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| 27 |
Classroom-Based Narrative and Vocabulary Instruction (Gillam et al., 2014) ...
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| 28 |
Identification of Specific Language Impairment in Bilingual Children: I. Assessment in English
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| 29 |
Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners
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In: Speech and Language Pathology Faculty publications (2014)
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| 30 |
Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment
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| 31 |
Story Retelling by Bilingual Children with Language Impairments and Typically-Developing Controls
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| 33 |
The measure matters: Language dominance profiles across measures in Spanish–English bilingual children*
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| 36 |
Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners
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| 37 |
Risk For Poor Performance On A Language Screening Measure For Bilingual Preschoolers And Kindergarteners
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| 38 |
Content andForm Interactions in the Narratives of Children with Specific Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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Abstract:
This project investigated the relationship of content and form in the narratives of school-age children. Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age 9;0, n = 26; Texas/Kansas sample, M age 7;6, n = 40) completed the Test of Narrative Language (TNL, Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy was measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2). Results: Both studies indicated that, compared to age peers, the children with SLI were more likely to produce stories of uneven strength, either stories with poor content that were grammatically quite accurate, or stories with elaborated content that were less grammatical. Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity.
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Keyword:
Communication Sciences and Disorders; Form Interactions; Narratives of Children; Specific Language Impairment; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/30
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