Filiatrault-Veilleux P, Bouchard C, Trudeau N, Desmarais C. Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children.
JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016;
59:1099-1110. [PMID:
27732719 DOI:
10.1044/2016_jslhr-l-15-0252]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2015] [Accepted: 02/16/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE
This study aimed to describe the development of inferential abilities of children age 3 to 6 years in a narrative using a dialogic reading task on an iPad.
METHOD
Participants were 121 typically developing children, divided into 3 groups according to age range (3-4 years old, 4-5 years old, 5-6 years old). Total score of inferential comprehension, subscores by causal inference type targeting elements of the story grammar, and quality of response were examined across groups.
RESULTS
Inferential comprehension emerged early, from 3 to 4 years old, with considerable interindividual variability. Inferential comprehension scores increased significantly in relation to age, leading to developmental steps with regards to the type of causal inferences. The ability to infer the problem of the story, the internal response of a character, and predictions were easier starting at age 4 years. Then, the 5- to 6-year-olds were better able to infer the goal, the attempt to solve the problem, and the resolution. Last, between the ages of 3 and 6 years, children improved in terms of the quality of response they provided.
CONCLUSION
This study addresses important gaps in our knowledge of inferential comprehension in young children and has implications for planning of early education in this realm.
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