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Puhlman J, Wood C. Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:494-509. [PMID: 38924723 DOI: 10.1093/jdsade/enae026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 05/27/2024] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.
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Affiliation(s)
- Jane Puhlman
- Communication Sciences and Disorders, University of Maine, 308 Dunn Hall, Orono, ME 04469, USA
| | - Carla Wood
- Communication Sciences and Disorders, Florida State University, Tallahassee, Fl, USA
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Almusawi DH, Alqallaf DB, Hafsyan DA. Narrative reconstruction in deaf and hearing children: A comparative study in the context of Arabic diglossia. JOURNAL OF COMMUNICATION DISORDERS 2024; 111:106454. [PMID: 39142008 DOI: 10.1016/j.jcomdis.2024.106454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 08/02/2024] [Accepted: 08/06/2024] [Indexed: 08/16/2024]
Abstract
This study explores the narrative skills of deaf and hearing children within the context of Arabic diglossia, a linguistic environment characterised by significant differences between spoken dialects and formal written language. Using Stein and Glenn's (1979) and Bruner's (1991) frameworks, the research analyses the narrative constructions of 13 hearing and 13 deaf children in Kuwait. The findings reveal that hearing children, benefiting from consistent exposure to spoken and formal Arabic, produced more coherent and detailed narratives compared to deaf children. Hearing participants also demonstrated greater vocabulary diversity. Age-related improvements in narrative skills were more pronounced among hearing children, while the impact of sign language exposure on narrative abilities was significant among deaf children. The study underscores the critical role of early language exposure and educational support in fostering narrative development, particularly in a diglossic context. These findings highlight the need for specialised educational strategies to support the unique narrative development needs of deaf children.
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Affiliation(s)
- Dr Hashemiah Almusawi
- Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Ardiya, Kuwait.
| | - Dr Bader Alqallaf
- Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Ardiya, Kuwait
| | - Dr Amnah Hafsyan
- Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Ardiya, Kuwait
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Majorano M, Persici V, Santangelo M, Ferrari R, Bertelli B, Florit E, Lavelli M, Bastianello T, Guerzoni L, Cuda D. Narrative skills and language comprehension in preschool children with cochlear implants: A comparison with children with Developmental Language Disorder or typical development. JOURNAL OF COMMUNICATION DISORDERS 2024; 109:106424. [PMID: 38579544 DOI: 10.1016/j.jcomdis.2024.106424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 02/21/2024] [Accepted: 03/25/2024] [Indexed: 04/07/2024]
Abstract
INTRODUCTION The narrative skills of children with cochlear implants (CIs) are fragile, but the factors at play and whether these difficulties could be similar to those detected in language impairment are not clear. The present study aims to assess, at the microstructural level, narrative skills, comparing children with CIs with children with Developmental Language Disorder (DLD) or Typical Development (TD). Furthermore, the relationship between verbal (lexical and morphosyntactic) comprehension and narrative skills across groups is investigated. METHODS The narratives of 19 children with CIs (Mage = 62.42 months, SD = 6.83), 13 children with DLD (Mage = 65.38 months, SD = 4.27), and 18 preschool children with TD (Mage = 63.67 months, SD = 4.31) were assessed in a standardized task. Articles, prepositions, pronouns, gender and number agreement, accuracy in the use of verbs, and number of arguments in each sentence were analysed. Lexical and morphosyntactic comprehension were also assessed. Performance was compared across groups using ANOVAs or Kruskal-Wallis tests. The role of lexical and morphosyntactic comprehension in predicting each morphological and syntactic element in the narrative task was examined using linear regressions. RESULTS Data analysis showed that both children with CIs and DLD had fragilities in narration, both in the morphological and syntactic components. Although some differences between children with CIs and those with DLD emerged in descriptive analyses, these were not statistically significant. Regressions showed that morphosyntactic comprehension predicted the number of pronouns produced only in the TD group. CONCLUSIONS The scarce differences between CI and DLD groups and the absence of an effect of morphosyntactic comprehension on pronoun production may be due to their low production of these elements in the narrative task and/or to a difficulty in managing pronouns in an expressive task regardless of their ability to comprehend them. Potential implications of these results are discussed.
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Affiliation(s)
| | | | | | | | | | - Elena Florit
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Manuela Lavelli
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Tamara Bastianello
- Department of Human Sciences, University of Verona, Verona, Italy; Department of Developmental Psychology and Socialisation, University of Padua, Padova, Italy
| | - Letizia Guerzoni
- Otorhinolaryngology Unit, Guglielmo da Saliceto Hospital, Piacenza, Italy
| | - Domenico Cuda
- Otorhinolaryngology Unit, Guglielmo da Saliceto Hospital, Piacenza, Italy
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Carden KC, McWilliam RA, McLeod RH, Fedewa MP. Narrative Intervention for Preschoolers Who Are Deaf and Hard of Hearing Using Listening and Spoken Language: A Pilot Study. Lang Speech Hear Serv Sch 2024; 55:510-528. [PMID: 38215241 DOI: 10.1044/2023_lshss-23-00063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2024] Open
Abstract
PURPOSE This pilot study aimed to examine the effects of a caregiver-supported, narrative-based intervention program on the story retelling skills of a group of preschoolers who are deaf and hard of hearing (D/HH) using listening and spoken language (LSL). METHOD A concurrent multiple baseline design across participants was used to determine the effect of a narrative intervention on the story retelling skills of three preschool-age participants who demonstrated complex language delays. Their primary caregivers also functioned as participants. The 6-week narrative intervention program was implemented using a caregiver coaching model during individual therapy sessions. The dependent variable probes were administered twice per week across phases to assess the preschool participants' story retelling skills, including story grammar, complexity, and completeness. Social validity was also evaluated using a caregiver questionnaire. RESULTS A functional relation was demonstrated between the intervention and story retelling across all three preschool participants with notable increases in the inclusion of story grammar elements and episodic completeness. All three participants maintained scores above baseline levels on dependent variable probes across the 6-week maintenance period. Social validity was strong according to the results of a caregiver questionnaire completed at the conclusion of the intervention. CONCLUSION These findings offer preliminary support for the use of a caregiver-supported, narrative-based intervention program to improve storytelling and retelling skills in preschoolers who are D/HH using LSL.
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Affiliation(s)
- Kameron C Carden
- Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa
| | - Robin A McWilliam
- Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa
| | - Ragan H McLeod
- Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa
| | - Megan P Fedewa
- Department of Special Education and Multiple Abilities, University of Alabama, Tuscaloosa
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Venkatraman K, Ganesh L, Muthu J. Comparative analysis of microstructures of narrative abilities in language-age-matched Tamil-speaking children with cochlear implants and typical hearing. Cochlear Implants Int 2024:1-8. [PMID: 38566490 DOI: 10.1080/14670100.2024.2335020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
In a unique exploration of narrative development among Tamil-speaking children, this study delves into the intricacies of linguistic expression, explicitly comparing the microstructure of narratives in two distinct groups: those with hearing differences (HD) and those with normal hearing. A total of 30 children were included in the study, with 15 children in each group, matched for language age between 3-5 years on standard language tests. The children were asked to retell a story they had listened to, and the obtained samples were transcribed verbatim and analyzed for various microstructural elements, including the mean length of utterances, total number of words, number of utterances, and number of different word types. The results revealed that children with hearing loss used fewer words and simpler sentences during retelling despite having the same language age as their peers. This highlights the importance of incorporating narrative assessment in standard language evaluations. Furthermore, the findings emphasise integrating narrative intervention into language intervention programs to enhance language productivity. Overall, this study provides valuable insights into the narrative abilities of Tamil-speaking children with cochlear implants and underscores the significance of addressing narrative skills in language intervention approaches.
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Affiliation(s)
- Krupa Venkatraman
- Department of Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India
| | - Latika Ganesh
- Bachelor in Audiology and Speech Language Pathology, Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, India
| | - Jenithaa Muthu
- Bachelor in Audiology and Speech Language Pathology, Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, India
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Walker EA, Harrison M, Baumann R, Moeller MP, Sorensen E, Oleson JJ, McCreery RW. Story Generation and Narrative Retells in Children Who Are Hard of Hearing and Hearing Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:3550-3573. [PMID: 37591235 PMCID: PMC10558149 DOI: 10.1044/2023_jslhr-23-00084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Revised: 05/05/2023] [Accepted: 05/22/2023] [Indexed: 08/19/2023]
Abstract
PURPOSE The primary goal for this study was to compare story generation and narrative retell performance in children who are hard of hearing (CHH) and hearing children. A secondary goal was to determine factors that influence narrative performance. Research on this topic is important because narrative language competency is an essential communication function. METHOD Participants included 86 CHH and 53 seven-year-old hearing children who had completed a test battery composed of vocabulary, grammar, phonological processing, story generation, and narrative retell tasks. Coders who were blind to hearing status used a scoring rubric to judge the quality of narrative macrostructure in story generation and narrative retells. Data were analyzed using analysis of variance to determine group differences and correlational models to examine individual differences. RESULTS At 7 years of age, CHH demonstrated significant deficits in narrative macrostructure compared to hearing children, with larger delays in narrative retell than story generation. Vocabulary, grammar, and phonological memory acted as mediators in the relationship between hearing status and story generation; grammar acted as a mediator between hearing status and narrative retell. Auditory access variables accounted for a significant proportion of shared variance in story generation skills for CHH. CONCLUSIONS School-age CHH are at risk for delays in narrative production, particularly with retelling stories. The results of this study highlight a narrative coding approach and task procedures that are sensitive to differences in language levels and may be clinically useful for professionals working with early school-age children.
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Klieve S, Eadie P, Graham L, Leitão S. Complex Language Use in Children With Hearing Loss: A Scoping Review. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:688-719. [PMID: 36758198 DOI: 10.1044/2022_jslhr-22-00270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. METHOD Ascoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. RESULTS From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. CONCLUSIONS Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21980177.
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Affiliation(s)
- Sharon Klieve
- Melbourne Graduate School of Education, University of Melbourne, Victoria, Australia
| | - Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Victoria, Australia
| | - Lorraine Graham
- Melbourne Graduate School of Education, University of Melbourne, Victoria, Australia
| | - Suze Leitão
- Curtin School of Allied Health, Curtin University, Perth, Western Australia, Australia
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Figueroa M, Bayés G, Darbra S, Silvestre N. Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2156953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Mario Figueroa
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
| | | | - Sònia Darbra
- Department of Psychobiology and Methodology of Health Sciences, Autonomous University of Barcelona, Barcelona, Spain
- Neurosciences Institute, Autonomous University of Barcelona, Barcelona, Spain
| | - Nùria Silvestre
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
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Breland L, Lowenstein JH, Nittrouer S. Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples. Lang Speech Hear Serv Sch 2022; 53:193-212. [PMID: 34898258 DOI: 10.1044/2021_lshss-21-00062] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE In spite of improvements in language outcomes for children with hearing loss (HL) arising from cochlear implants (CIs), these children can falter when it comes to academic achievement, especially in higher grades. Given that writing becomes increasingly relevant to educational pursuits as children progress through school, this study explored the hypothesis that one challenge facing students with CIs may be written language. METHOD Participants were 98 eighth graders: 52 with normal hearing (NH) and 46 with severe-to-profound HL who used CIs. Oral and written narratives were elicited and analyzed for morphosyntactic complexity and global narrative features. Five additional measures were collected and analyzed as possible predictors of morphosyntactic complexity: Sentence Comprehension of Syntax, Grammaticality Judgment, Expressive Vocabulary, Forward Digit Span, and Phonological Awareness. RESULTS For oral narratives, groups performed similarly on both morphosyntactic complexity and global narrative features; for written narratives, critical differences were observed. Compared with adolescents with NH, adolescents with CIs used fewer markers of morphosyntactic complexity and scored lower on several global narrative features in their written narratives. Adolescents with NH outperformed those with CIs on all potential predictor measures, except for Sentence Comprehension of Syntax. Moderately strong relationships were found between predictor variables and individual measures of morphosyntactic complexity, but no comprehensive pattern explained the results. Measures of morphosyntactic complexity and global narrative features were not well correlated, suggesting these measures are assessing separate underlying constructs. CONCLUSIONS Adolescents with CIs fail to show writing proficiency at high school entry equivalent to that of their peers with NH, which could constrain their academic achievement. Interventions for children with CIs need to target writing skills, and writing assessments should be incorporated into diagnostic assessments. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.17139059.
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Affiliation(s)
- Luke Breland
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville
| | - Joanna H Lowenstein
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville
| | - Susan Nittrouer
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville
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10
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Deaf Children of Hearing Parents Have Age-Level Vocabulary Growth When Exposed to American Sign Language by 6 Months of Age. J Pediatr 2021; 232:229-236. [PMID: 33482219 PMCID: PMC8085057 DOI: 10.1016/j.jpeds.2021.01.029] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 01/08/2021] [Accepted: 01/13/2021] [Indexed: 11/20/2022]
Abstract
OBJECTIVE To examine whether children who are deaf or hard of hearing who have hearing parents can develop age-level vocabulary skills when they have early exposure to a sign language. STUDY DESIGN This cross-sectional study of vocabulary size included 78 children who are deaf or hard of hearing between 8 and 68 months of age who were learning American Sign Language (ASL) and had hearing parents. Children who were exposed to ASL before 6 months of age or between 6 and 36 months of age were compared with a reference sample of 104 deaf and hard of hearing children who have parents who are deaf and sign. RESULTS Deaf and hard of hearing children with hearing parents who were exposed to ASL in the first 6 months of life had age-expected receptive and expressive vocabulary growth. Children who had a short delay in ASL exposure had relatively smaller expressive but not receptive vocabulary sizes, and made rapid gains. CONCLUSIONS Although hearing parents generally learn ASL alongside their children who are deaf, their children can develop age-expected vocabulary skills when exposed to ASL during infancy. Children who are deaf with hearing parents can predictably and consistently develop age-level vocabularies at rates similar to native signers; early vocabulary skills are robust predictors of development across domains.
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Zanchi P, Zampini L, Berici R. Narrative competence in Italian children with cochlear implants: a comparison with children matched by chronological or hearing age. CLINICAL LINGUISTICS & PHONETICS 2021; 35:277-292. [PMID: 32602749 DOI: 10.1080/02699206.2020.1781264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Revised: 04/29/2020] [Accepted: 06/08/2020] [Indexed: 06/11/2023]
Abstract
The present study aimed to analyse the narrative competence of a group of Italian children with a bilateral cochlear implant (CI) implanted before 30 months of age. Participants were ten children with CI (aged from 42 to 83 months) and two control groups of typically hearing children one-to-one paired by sex, non-verbal reasoning, and chronological or hearing age. A story generation task, specifically developed to assess narrative skills in children (i.e., the Narrative Competence Task) was used to evaluate both macrostructural and microstructural features of the children's narratives. Results showed that children with CI presented only one significant difference in the macrostructural aspects of narratives compared to typically hearing children matched by hearing age, specifically in the higher number of events told. In addition, concerning microstructural features, the only statistically significant difference was a lower lexical variety in the narratives produced by children with CI than in those produced by typically hearing children matched by chronological age. Both macrostructural and microstructural indices appeared to be related to the hearing age of children with CI. Early CI appeared to play a crucial role in the acquisition of a complex area of language development, as narrative competence.
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Affiliation(s)
- Paola Zanchi
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
| | - Laura Zampini
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
| | - Roberta Berici
- Dipartimento Di Psicologia, Università Degli Studi Di Milano-Bicocca , Milan, Italy
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Caballero M, Aparici M, Sanz-Torrent M, Herman R, Jones A, Morgan G. "El nen s'ha menjat una aranya": The development of narratives in Catalan speaking children. JOURNAL OF CHILD LANGUAGE 2020; 47:1030-1051. [PMID: 32354377 DOI: 10.1017/s0305000920000057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The production of a well-constructed narrative is the culmination of several years of language acquisition and is an important milestone in children's development. There is no current description of narrative development for Catalan speaking children. This study collected elicited narratives in Catalan from 118 children aged 4;0-10;11. Narratives were scored for macrostructure and microstructure. Narrative scores improved with age with maximum performance for macrostructure by 9 years. Children's ability to use micro-structural components of Catalan is variable with some developments continuing beyond 9 years. The results are discussed in relation to theoretical arguments about universal and specific features of narrative development. We conclude by highlighting the usefulness of the new test for future language assessment of children acquiring Catalan.
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Ingvalson EM, Grieco-Calub TM, Perry LK, VanDam M. Rethinking Emergent Literacy in Children With Hearing Loss. Front Psychol 2020; 11:39. [PMID: 32082217 PMCID: PMC7006043 DOI: 10.3389/fpsyg.2020.00039] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Accepted: 01/08/2020] [Indexed: 12/01/2022] Open
Abstract
Long-term literacy outcomes for children with hearing loss, particularly those with severe-to-profound deafness who are fitted with cochlear implants (CIs) lag behind those of children with normal hearing (NH). The causes for these long-term deficits are not fully clear, though differences in auditory access between children who use CIs and those with NH may be a partial cause. This paper briefly reviews the emergent literacy model as proposed by Whitehurst and Lonigan (1998). We then examine the development of each of Whitehurst and Lonigan’s identified factors in children who use CIs and how the extant knowledge of language and literacy development in children who use CIs may bear on the emergent literacy model. We then propose to modify the model for children who use CIs based on their unique developmental trajectories, influenced at least in part by their unique auditory access. We conclude with future directions for further development of an evidence-based emergent literacy model for children who use CIs and how this model could be used to inform intervention.
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Affiliation(s)
- Erin M Ingvalson
- School of Communication Science and Disorders, Florida State University, Tallahassee, FL, United States
| | - Tina M Grieco-Calub
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL, United States
| | - Mark VanDam
- Department of Speech and Hearing Sciences, Washington State University, Spokane, WA, United States
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Chen L, Chen W, Zhou Q. The use of evaluative expressions in the narratives of adolescents with a history of SLI. CLINICAL LINGUISTICS & PHONETICS 2019; 33:1086-1101. [PMID: 31017004 DOI: 10.1080/02699206.2019.1606283] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Revised: 04/04/2019] [Accepted: 04/08/2019] [Indexed: 06/09/2023]
Abstract
Typically, young children diagnosed with specific language impairment (SLI; also called Developmental language disorder, DLD) have been found to show weakness in narrative development, and such weakness has been judged to be unlikely to resolve over time. However, developmental outcomes for adolescents with a prior SLI diagnosis have not been thoroughly studied. In particular, studies on the evaluative aspects of narratives of such persons are almost non-existent. Here we examine the question whether narrative evaluation of adolescents formerly diagnosed with SLI remains problematic into adolescence or comes to resemble more typical narrative performance. We compare the use of evaluative expressions in the narratives of 19 adolescents diagnosed with SLI against 19 typically language developing (TLD) peers. Spoken narratives by the SLI group (Mean age = 14.3; SD = 0.64) and TLD group (Mean age = 14.5; SD = 0.84) using the wordless picture storybook "Frog, where are you?" ( https://childes.talkbank.org/access/Clinical-MOR/Conti/Conti4.html ) were analysed. Each narrative was coded for evaluative clauses, types of evaluative devices (frames of mind, character speech, hedges, negatives, and causal connectives), as well as evaluative perspectives (global vs. local). Although the quantitative analysis did not reveal any significant differences between the two groups, the qualitative analysis showed certain notable strengths in the narrative skills of the focal group of SLI adolescents. Results suggest that adolescents with a history of SLI may approximate TLD narrative skill in evaluating their own narratives, but additional work with more sensitive measures applied at intervals are needed to illuminate developmental pathways of narrative production and of evaluative capacities in adolescents formerly diagnosed with SLI.
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Affiliation(s)
- Liang Chen
- Communication Sciences and Special Education, University of Georgia , Athens , Georgia , USA
| | - Wei Chen
- Department of Chinese, Defense Language Institute , Monterey , California , USA
| | - Qin Zhou
- School of Foreign Languages, Central South University , Changsha , China
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Denmark T, Atkinson J, Campbell R, Swettenham J. Signing with the Face: Emotional Expression in Narrative Production in Deaf Children with Autism Spectrum Disorder. J Autism Dev Disord 2019; 49:294-306. [PMID: 30267252 PMCID: PMC6331500 DOI: 10.1007/s10803-018-3756-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/29/2022]
Abstract
This study examined facial expressions produced during a British Sign Language (BSL) narrative task (Herman et al., International Journal of Language and Communication Disorders 49(3):343-353, 2014) by typically developing deaf children and deaf children with autism spectrum disorder. The children produced BSL versions of a video story in which two children are seen to enact a language-free scenario where one tricks the other. This task encourages elicitation of facial acts signalling intention and emotion, since the protagonists showed a range of such expressions during the events portrayed. Results showed that typically developing deaf children produced facial expressions which closely aligned with native adult signers' BSL narrative versions of the task. Children with ASD produced fewer targeted expressions and showed qualitative differences in the facial actions that they produced.
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Affiliation(s)
- Tanya Denmark
- Division of Psychology and Language Science, Department of Language and Cognition, University College London, London, UK.
- Division of Psychology and Language Science, Deafness, Cognition and Language Research Centre, University College London, 2 Wakefield Street, Chandler House, London, WC1N 9PF, UK.
| | - Joanna Atkinson
- Division of Psychology and Language Science, Deafness, Cognition and Language Research Centre, University College London, 2 Wakefield Street, Chandler House, London, WC1N 9PF, UK
| | - Ruth Campbell
- Division of Psychology and Language Science, Deafness, Cognition and Language Research Centre, University College London, 2 Wakefield Street, Chandler House, London, WC1N 9PF, UK
| | - John Swettenham
- Division of Psychology and Language Science, Department of Language and Cognition, University College London, London, UK
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Zamani P, Soleymani Z, Jalaie S, Zarandy MM. The effects of narrative-based language intervention (NBLI) on spoken narrative structures in Persian-speaking cochlear implanted children: A prospective randomized control trial. Int J Pediatr Otorhinolaryngol 2018; 112:141-150. [PMID: 30055723 DOI: 10.1016/j.ijporl.2018.06.048] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Revised: 06/28/2018] [Accepted: 06/29/2018] [Indexed: 11/16/2022]
Abstract
BACKGROUND Previous research has shown that narrative-based language intervention (NBLI) is a feasible approach increasing the narrative skills of hearing-impaired children. OBJECTIVE In the present study, the efficacy of NBLI on the macrostructure and microstructure components of the spoken narrative of children with cochlear implants (CI) was evaluated in an experimental study. MATERIALS AND METHODS Thirty-six CI children between the ages of 5.5 and 7 years were randomly divided in three groups of equal size. Group 1 attended 24 1-h sessions of NBLI group therapy. Group 2 participants each attended 24 1-h private sessions of NBLI instruction. Group 3 attended 24 1-h conventional speech therapy (CST) sessions. The subjects' storytelling skills were prompted using pictures from the Persian version of the Language Sample Analysis test. The results were assessed before treatment (T0), after treatment (T1) and two months after treatment (T2) as follow-up. RESULTS Groups 1 and 2 showed significantly better results over Group 3 on all microstructure components of spoken narrative at the T1 (p ≤ 0.04) and T2 (p ≤ 0.04) levels in comparison with T0, but no differences were observed between the NBLI approaches (p > 0.05). All three intervention programs significantly improved the macrostructure of the spoken narrative in CI children. CONCLUSION Improvements in spoken narrative structures were observed in CI children that support the efficacy of NBLI over CST for the hearing-impaired population.
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Affiliation(s)
- Peyman Zamani
- Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran; Hearing and Speech Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Zahra Soleymani
- Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran.
| | - Shohreh Jalaie
- Departments of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Masoud Motasaddi Zarandy
- Cochlear Implant Center and Department of Otorhinolaryngology, Amir Aalam Hospital, Tehran University of Medical Sciences, Tehran, Iran
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Zamani P, Soleymani Z, Mousavi SM, Akbari N. Assessment of narrative writing by Persian-speaking students with hearing impairments. Clin Otolaryngol 2018; 43:904-911. [PMID: 29451359 DOI: 10.1111/coa.13087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/06/2018] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Previous studies have highlighted that narrative skill is critical to the development of the literacy skills by children. Children with cochlear implants (CI) and hearing aids (HA) may have problems in narrative development compared to peers with healthy hearing (HH). There is no exact data about the narrative writing ability of Persian-speaking students who are hearing-impaired. This study was undertaken to compare the microstructure and macrostructure scores for narrative writing of Persian-speaking students who are hearing-impaired and peers with HH. DESIGN This was a cross-sectional descriptive-analytical study. SETTING The subjects were recruited from elementary schools in the city of Tehran. PARTICIPANTS A total of 144 elementary school students were participated. OUTCOME MEASURES The written narratives were elicited using a wordless pictorial storybook story. Three-way ANOVA with post hoc adjusted Bonferroni test was applied to determine the main effects and interactions of grounded variables on the microstructure and macrostructure components of narrative writing. RESULTS No significant differences were observed in the macrostructure components of narrative writing between hearing-impaired and HH students. Factors analysis showed that the 4th grade HH students had significantly the highest scores, and the 3rd grade HA students had significantly the lowest scores in microstructure components of narrative writing. CONCLUSION The findings revealed that hearing-impaired students similarly to their HH peers can transmit the main idea (macrostructure) of narrative writing, but show critical difficulties when using complete grammatical elements (microstructures) to form sentences to convey the idea in the narrative.
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Affiliation(s)
- P Zamani
- Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran.,Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Z Soleymani
- Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - S M Mousavi
- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - N Akbari
- Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
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Smith MM, Batorowicz B, Sandberg AD, Murray J, Stadskleiv K, van Balkom H, Neuvonen K, von Tetzchner S. Constructing narratives to describe video events using aided communication. Augment Altern Commun 2018; 34:40-53. [DOI: 10.1080/07434618.2017.1422018] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Affiliation(s)
- Martine M. Smith
- Clinical Speech & Language Studies, University of Dublin, Trinity College, Dublin, Ireland
| | - Beata Batorowicz
- Faculty of Health Sciences, Queen’s University, Kingston, Canada
| | | | - Janice Murray
- Department of Health Professions, Manchester Metropolitan University, Manchester, UK
| | | | - Hans van Balkom
- Behavioral Sciences Institute, Radboud University, Nijmegen, The Netherlands
| | - Kirsi Neuvonen
- Faculty of Medicine, University of Helsinki, Helsinki, Finland
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