Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T03:45:16.708Z Has data issue: false hasContentIssue false
  • English
  • Français

Relationships between narrative and syntactic competencies in school-aged, hearing-impaired children

Published online by Cambridge University Press:  28 November 2008

Amy L. Weiss  and
Cynthia J. Johnson
Amy L. Weiss*
Affiliation:
University of Iowa
Cynthia J. Johnson*
Affiliation:
University of Illinois
*
Amy L. Weiss, Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242
Amy L. Weiss, Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242
Get access Rights & Permissions [Opens in a new window]

Abstract

School-aged, hearing-impaired children's propensity for incorporating complex syntax into the narratives and conversations they produced was investigated. Language samples containing both conversations and narratives in the form of story retellings were collected from seven subjects with moderate-to-severe hearing losses. Both portions of the samples were analyzed for a set of basic and complex syntax features discussed in the developmental literature. In addition, the narrative portions of the samples were analyzed for the subjects' use of the components of story grammar, appropriate use of cohesion, and episode integrity.

Type
Articles
Information
Applied Psycholinguistics , Volume 14 , Issue 1 , January 1993 , pp. 35 - 59
Copyright
Copyright © Cambridge University Press 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments:Further explorations of children's narrative competencies. Journal of Child Language, 18, 689–710.CrossRefGoogle ScholarPubMed
Botvin, G. & Sutton-Smith, B. (1977). The development of structural complexity in children's antasy narratives. Developmental Psychology, 13, 377–388.CrossRefGoogle Scholar
Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Collins, W., Wellman, H., Keniston, A. & Westby, S. (1978). Age-related aspects of comprehension and inference from a televised dramatic narrative. Child Development, 49, 389–399.CrossRefGoogle Scholar
Davis, J., Elfenbein, J., Schum, R. & Bentler, R. (1986). Effects of mild and moderatehearing impairments on language, educational, and psychosocial behavior of children. Journal of Speech and Hearing Disorders, 51, 53–62.CrossRefGoogle ScholarPubMed
Dunn, L. & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN:American Guidance Service.Google Scholar
Griffith, P. & Ripich, D. (1988). Story structure recall in hearing-impaired, learning disabled and nondisabled children. American Annals of the Deaf, 133, 43–50.CrossRefGoogle ScholarPubMed
Griffith, P., Ripich, D. & Dastoli, S. (1990). Narrative abilities in hearing-impaired children: Propositions and cohesion. American Annals of the Deaf, 135, 14–21.CrossRefGoogle ScholarPubMed
Hood, L. & Bloom, L. (1979). What, when, and how about why: A longitudinal study ofexpressions of causality in the language development of two-year-old children. Monographs of the Society for Research in Child Development, 44 (6, Serial No. 181).CrossRefGoogle Scholar
Hunt, K. (1970). Syntactic maturity in school children and adults. Monographs of the Society for Research in Child Development, 35 (Serial No. 134).CrossRefGoogle Scholar
Johnston, J. (1982). Narratives: A new look at communication problems in older language-disordered children. Language, Speech and Hearing Services in the Schools, 13, 144–155.CrossRefGoogle Scholar
Kemper, S. (1984). The development of narrative skills: Explanations and entertainments. In Kuczaj, S. (Ed.), Discourse development: Progress in cognitive development research (pp. 99–124). New York: Springer-Verlag.CrossRefGoogle Scholar
Kleckan-Aker, J. & Hedrick, L. (1985). A study of the syntactic language skills of normal school-age children. Language, Speech, and Hearing Services in Schools, 16, 187–198.CrossRefGoogle Scholar
Kretschmer, R. (1990, 02). Assessment of pragmatic disorders in children. Paper presented at the Illinois Speech-Language-Hearing Association Convention, Chicago.Google Scholar
Kroese, J., Lotz, W., Puffer, C. & Osberger, M. (1986). Academic skills. In Osberger, M.(Ed.), Language and learning skills of hearing-impaired students (pp. 66–76) (ASHA Monographs No. 23). Rockville, MD: American Speech-Language-Hearing Association.Google ScholarPubMed
Laughton, J. (1988). Perspectives on the assessment of reading. In Kretschmer, R. & Kretschmer, L. (Eds.), Communication assessment of hearing-impaired children: Fromconversation to classroom [Monograph supplement]. Journal of the Academy of Rehabilitative Audiology, 21, 129–150.Google Scholar
Lee, L. (1974). Developmental sentence analysis. Evanston, IL: Northwestern University Press.Google Scholar
Liles, B. (1985). Cohesion in the narratives of normal and language-disordered children. Journal of Speech and Hearing Research, 28, 123–133.CrossRefGoogle ScholarPubMed
Liles, B., Coelho, C., Duffy, R. & Zalagens, M. (1989). Effects of elicitation procedures onthe narratives of normal and closed head-injured adults. Journal of Speech and Hearing Disorders, 54, 356–365.CrossRefGoogle Scholar
Loban, W. (1963). The language of elementary school children (National Council of Teachers of English Research Report No. 1). Champaign, IL: National Council of Teachers of English.Google Scholar
Loban, W. (1976). Language development: Kindergarten through grade twelve. Urbana, IL: NationalCouncil of Teachers of English.Google Scholar
Martin, J. (1983). The development of register. In Fine, J. & Freedle, R. O. (Eds.), Developmental issues of discourse (pp. 1–39). Norwood, NJ: Ablex.Google Scholar
Merritt, D. & Liles, B. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54, 429–438.CrossRefGoogle ScholarPubMed
Miller, J. & Chapman, R. (1981). The relation between age and mean length of utterance inmorphemes. Journal of Speech and Hearing Research, 24, 154–161.CrossRefGoogle Scholar
Moeller, M., Osberger, M., & Eccarius, M. (1986). Receptive language skills. In Osberger, M.(Eds.), Language and learning skills of hearing-impaired students (ASHA Monograph No. 23). Rockville, MD: American Speech-Language-Hearing Association.Google ScholarPubMed
Monsen, R. (1981). A usable test for the speech intelligibility of deaf talkers. American Annalsof the Deaf, 126, 845–852.CrossRefGoogle ScholarPubMed
O'Donnell, R., Griffin, W. & Norris, R. (1967). Syntax of kindergarten and elementaryschool children: A transformational analysis (Research Report No. 8). Champaign, IL:National Council of Teachers of English.Google Scholar
Osberger, M., Moeller, R., Eccarius, M., Robbins, A. & Johnson, D. (1986). Expressive language skills. In Osberger, M. (Ed.), Language and learning skills of hearing-impairedstudents (ASHA Monograph No. 23). Rockville, MD: American Speech-Language-Hearing Association.Google Scholar
Paul, R. (1981). Analyzing complex sentence development. In Miller, J. (ed.), Assessing language production in children (pp. 36–40). Baltimore, University Park Press.Google Scholar
Quigley, S. & Kretschmer, R. (1982). The education of deaf children. Baltimore: University Park Press.Google Scholar
Roth, F. & Spekman, N. (1986). Narrative discourse: Spontaneously generated stories’ oflearning-disabled and normally achieving students. Journal of Speech and HearingDisorders, 51, 8–23.Google ScholarPubMed
Roth, F. & Spekman, N. (1989). The oral syntactic proficiency of learning disabled students: A spontaneous story sampling analysis. Journal of Speech and Hearing Research, 32, 67–77.CrossRefGoogle Scholar
Rubin, D. (1987). Divergence and convergence between oral and written communication. Topics in Language Disorders, 7, 118.CrossRefGoogle Scholar
Scott, C. (1988a). A perspective on the evaluation of school children's narratives. Language, Speech and Hearing Services in Schools, 19, 67–82.CrossRefGoogle Scholar
Scott, C. (1988b). Spoken and written syntax. In Nippold, M. (Ed.), Later language development: Ages nine through nineteen (pp. 49–95). Boston: Little, Brown.Google Scholar
Scott, C. & Rush, D. (1985). Teaching adverbial connectivity: Implications from research. Child Language Teaching and Therapy, 1, 264–280.CrossRefGoogle Scholar
Siegel, S. & Castellan, N. Jr. (1988). Nonparametric statistics for the Behavioral Sciences (2nd ed.). New York: McGraw-Hill.Google Scholar
Smith, C. (1975). Residual hearing and speech production in deaf children. Journal of Speechand Hearing Research, 19, 795–811.CrossRefGoogle Scholar
Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In Freedle, R.(Ed.), New directions in discourse processing, Vol. 2. Norwood, NJ: Ablex.Google Scholar
Trybus, R. & Karchmer, M. (1977). School achievement scores of hearing-impaired children: National data on achievement status and growth patterns. American Annals of the Deaf, 122, 62–69.Google ScholarPubMed
Tyack, D. & Gottsleben, R. (1986). Acquisition of complex sentences. Language, Speech, and Hearing Services in Schools, 17, 160–175.CrossRefGoogle Scholar
Waggoner, J., Messe, M. & Palermo, D. (1985). Grasping the meaning of metaphor: Story recall and comprehension. Child Development, 56, 1156–1166.CrossRefGoogle Scholar
Wallach, G. & Miller, L. (1988). Language intervention and academic success. San Diego:College-Hill.Google Scholar
Weiss, A., Carney, A. & Leonard, L. (1985). Perceived contrastive stress production inhearing-impaired and normal-hearing children. Journal of Speech and Hearing Research, 28, 26–35.CrossRefGoogle ScholarPubMed
Westby, C. (1984). Development of narrative language abilities. In &, G. WallachButler, K. (Eds.), Language learning disabilities in school-age children (pp. 103–127). Baltimore: Williams & Wilkins.Google Scholar
Westby, C. (1985). Learning to talk - talking to learn: Oral-literate language differences. In Simon, C.(Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students(pp. 181–213). San Diego: College-Hill.Google Scholar
Yoshinaga, C. (1983). Syntactic and semantic characteristics in the written language of hearingimpaired and normally hearing school-aged children. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.Google Scholar
Yoshinaga-Itano, C. (1986). Beyond the sentence level: What's in a hearing-impaired child'sstory? Topics in Language Disorders, 5(3), 71–83.CrossRefGoogle Scholar