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Parents' and teachers' perceptions o...

Newman, Robyn Michelle.

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Parents' and teachers' perceptions of narrative quality in young children with specific language impairment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parents' and teachers' perceptions of narrative quality in young children with specific language impairment./
Author:	Newman, Robyn Michelle.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0188.
Contained By:	Dissertation Abstracts International65-01B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3118593
ISBN:	9780496660179

Parents' and teachers' perceptions of narrative quality in young children with specific language impairment.
Newman, Robyn Michelle.

Parents' and teachers' perceptions of narrative quality in young children with specific language impairment. - 166 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0188.

Thesis (Ph.D.)--Northwestern University, 2003.

Listeners' perceptions of narration are an important index of speaker success in meeting the linguistic demands of the community (Wolf, 1978). As children with Specific Language Impairment (SLI) are limited in linguistic ability, it was hypothesized that their narrations would be judged poorer in quality by mothers and teachers. The purpose of Experiment 1 was to determine whether narrative quality is a metathetic or prothetic variable, a distinction affecting chosen scaling procedure. A comparison of Interval Scalings (IS) and Direct Magnitude Estimations (DME) revealed narrative quality to be a metathetic variable, thereby amenable to either IS or DME. The purposes of Experiment 2 were to determine whether narrative quality differentiated children with SLI from their normally developing peers (ND), whether mothers and teachers assigned different subjective ratings, and whether the SLI and ND groups produced objectively different narratives. The extent to which objective measures predicted qualitative measures was also a focus. The subjects were 27 mothers and 21 teachers who used the IS procedure to assign ratings of quality to audiotapes of the narratives produced by two groups of children (SLI: n = 10, age = 5;4--7;11 years; ND: n = 10, age = 5;2--8;1 years). Subjective ratings differentiated the groups with 70% non-overlap. No differences were observed between the mothers' and teachers' ratings. The objective measures, Mean Length of C-Unit in morphemes (MLCU-m), Number of Total Words (NTW), Number of Total Utterances (NTU), the number of theme elements, as well as subjective ratings of prosody, all served to differentiate SLI and ND groups. Seventy-two percent of the variability in quality for the SLI group was explained by MLCU-m and story grammar and, for the ND group, 87.5% was explained by story grammar, NTW, and prosody. Narrative quality ratings elicited from relevant listeners constitute an index of functional communication that distinguishes children with SLI from their age-mates. This finding extends models of language attitudes to assessment of clinical populations and suggests that, in the future, qualitative analysis may be validly incorporated into the language assessment process.

ISBN: 9780496660179Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Parents' and teachers' perceptions of narrative quality in young children with specific language impairment.
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500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0188.
500 $a Adviser: Karla K. McGregor.
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520 $a Listeners' perceptions of narration are an important index of speaker success in meeting the linguistic demands of the community (Wolf, 1978). As children with Specific Language Impairment (SLI) are limited in linguistic ability, it was hypothesized that their narrations would be judged poorer in quality by mothers and teachers. The purpose of Experiment 1 was to determine whether narrative quality is a metathetic or prothetic variable, a distinction affecting chosen scaling procedure. A comparison of Interval Scalings (IS) and Direct Magnitude Estimations (DME) revealed narrative quality to be a metathetic variable, thereby amenable to either IS or DME. The purposes of Experiment 2 were to determine whether narrative quality differentiated children with SLI from their normally developing peers (ND), whether mothers and teachers assigned different subjective ratings, and whether the SLI and ND groups produced objectively different narratives. The extent to which objective measures predicted qualitative measures was also a focus. The subjects were 27 mothers and 21 teachers who used the IS procedure to assign ratings of quality to audiotapes of the narratives produced by two groups of children (SLI: n = 10, age = 5;4--7;11 years; ND: n = 10, age = 5;2--8;1 years). Subjective ratings differentiated the groups with 70% non-overlap. No differences were observed between the mothers' and teachers' ratings. The objective measures, Mean Length of C-Unit in morphemes (MLCU-m), Number of Total Words (NTW), Number of Total Utterances (NTU), the number of theme elements, as well as subjective ratings of prosody, all served to differentiate SLI and ND groups. Seventy-two percent of the variability in quality for the SLI group was explained by MLCU-m and story grammar and, for the ND group, 87.5% was explained by story grammar, NTW, and prosody. Narrative quality ratings elicited from relevant listeners constitute an index of functional communication that distinguishes children with SLI from their age-mates. This finding extends models of language attitudes to assessment of clinical populations and suggests that, in the future, qualitative analysis may be validly incorporated into the language assessment process.
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