Hostname: page-component-586b7cd67f-dlnhk Total loading time: 0 Render date: 2024-11-25T03:05:00.046Z Has data issue: false hasContentIssue false
  • English
  • Français

Sentence Repetition: A Useful Oral Language Screening Device

Published online by Cambridge University Press:  26 February 2016

Robin Jones
Robin Jones*
Affiliation:
University of New England
*
Correspondence concerning this paper should be addressed to Ms Robin Jones, Faculty of Education, University of New England, Armidale NSW 2351.
Get access Rights & Permissions [Opens in a new window]

Abstract

Teachers, including special educators, are generally not aware of ways of evaluating the oral language competence of their students. This research study developed and trialled a sentence repetition test containing various syntactic loadings in order to determine if this is a useful screening procedure. Results indicate that sentence repetition can discriminate developmental maturity and is useful as a screening device. Results also indicate that the oral language competence of children with mild intellectual disability is lower than that of younger children of the same intellectual age.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 18 , Issue 2 , 1994 , pp. 21 - 27
Copyright
Copyright © The Australian Association of Special Education 1994

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

Australian Council for Education Research. (1990) The Profiles of Learning: the Basic Skills Testing Program in New South Wales, 1989, Melbourne: ACER Google Scholar
Bernstein, B. & Tiegerman, E. (1989). Language and Communication Disorders in Children. Columbus: Merrill Google Scholar
Berry, M.F. (1980). Teaching Linguistically Handicapped Children. New Jersey: Prentice-Hall Google Scholar
Berry, P. & Briese, B. (1977). Mental Age and Syntactic Development in the Intellectually Handicapped, The Exceptional Child, July, 79–85.Google Scholar
Blank, M. & White, S. (1992). A Model for Effective Classroom Discourse: Predicated Topics with Reduced Verbal Demands. Australasian Journal of Special Education, 16 (2), 32–39.Google Scholar
Brown, R. (1975). A First Language: The Early Stages, Cambridge M.A.: Harvard University Press.Google Scholar
Bruner, J., Olver, R., & Greenfield, P. (1966). Studies in Cognitive Growth. New York: Wiley.Google Scholar
Buckley, M.H. (1992). Focus on Research: We Listen to a Book a Day: We Speak a Book a Week: Learning from Walter Loban. Language Arts, Vol. 69, 622–626.Google Scholar
Cazden, C. (1988). Classroom Discourse: The Language of Teaching and Learning. Portsmouth N.H.: Heinemann.Google Scholar
Clay, M., Gill, M., Glynn, T., McNaughton, T., & Salmon, K. (1991). Record of Oral Language and Bib and Gutches. Auckland N.Z.: Heinemann.Google Scholar
Lee, L. (1974). Developmental Sentence Analysis. Evanston: Northwestern University Press.Google Scholar
Little, G. (1980). Language Development; School and Adult Models, Unpublished Paper. Canberra College of Advanced Education Google Scholar
Loban, W. (1976). Language Development: Kindergarten through Grade Twelve. (NCTE Research Report No. 18) Urbana, IL: National Council of Teachers of English.Google Scholar
Menyük, P. (1969). Sentences Children Use. Massachusetts: MIT Press.Google Scholar
Patton, E. & Polloway, J. (1993). Strategies for Teaching Learners with Special Needs. New York: Macmillan.Google Scholar
Vygotsky, L. (1962). Thought and Language. Massachusetts: MIT Press.CrossRefGoogle Scholar