東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Context and classroom discourse patt...

Peets, Kathleen Frances.

Linked to FindBook

Google Book

Amazon

博客來

Context and classroom discourse patterns in children with language impairment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Context and classroom discourse patterns in children with language impairment./
Author:	Peets, Kathleen Frances.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4025.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	Language, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114081
ISBN:	0496615742

Context and classroom discourse patterns in children with language impairment.
Peets, Kathleen Frances.

Context and classroom discourse patterns in children with language impairment. - 215 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4025.

Thesis (Ed.D.)--Harvard University, 2003.

Case-study evidence suggests that context may play a role in language impaired (LI) children's rate and style of participation in classroom discourse. The current study examines if language dimensions such as participation rates, self-monitoring, errors, conversational breakdowns and turn-taking patterns among children with LI differ as a function of classroom context. Eleven children (aged 7;10 to 9;5) were audio-recorded during four contexts in a special education classroom: Journal-writing Conference (teacher-student dialogue), Peer Play (two similarly impaired peers), Group Lesson (teacher-led with 3 to 6 students) and Sharing Time (monologue in front of the class). All data were transcribed and the various dimensions of language were coded. Frequencies and interactional patterns were analyzed and counted using various programs of CHILDES (MacWhinney, 2000). Repeated measures ANOVAs were used to assess the effects of context across the various dimensions of communication. Language production differed as a function of context, with the highest rate and variability in Sharing Time, although the children participated at high rates across all contexts. They showed more self-monitoring in the two academic contexts of Journal-writing and Group Lesson, and few pauses with many interruptions in the Group Lesson. Error rates differed as a function of context (with Sharing Time showing the highest and Peer Play the lowest), except in the case of morphosyntactic and word-finding errors. Overall there were few breakdowns in communication; however speech errors that affected comprehensibility varied according to classroom context, occurring most frequently in relatively autonomous monologic discourse. Children's turn-taking also differed as a function of context, with more child responses and evidence of teacher control talk in the two academic contexts, and more assertive talk by children (initiations, elicitations, directives) in Peer Play. The strong role that context played in both group and individual performance suggests that clinicians and researchers cannot assume that a single measure of a child's language performance is representative of their competence. Furthermore, intervention must consider how individual differences such as personality, other impairments, the presence of a second language, etc., contribute to a child's communicative performance.

ISBN: 0496615742Subjects--Topical Terms:

1018089
Language, General.

Context and classroom discourse patterns in children with language impairment.
LDR:03295nmm 2200289 4500 001 1845613
005 20051101072037.5
008 130614s2003 eng d
020 $a 0496615742
035 $a (UnM)AAI3114081
035 $a AAI3114081
040 $a UnM $c UnM
100 1 $a Peets, Kathleen Frances. $3 1933767
245 1 0 $a Context and classroom discourse patterns in children with language impairment.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4025.
500 $a Adviser: Catherine Snow.
502 $a Thesis (Ed.D.)--Harvard University, 2003.
520 $a Case-study evidence suggests that context may play a role in language impaired (LI) children's rate and style of participation in classroom discourse. The current study examines if language dimensions such as participation rates, self-monitoring, errors, conversational breakdowns and turn-taking patterns among children with LI differ as a function of classroom context. Eleven children (aged 7;10 to 9;5) were audio-recorded during four contexts in a special education classroom: Journal-writing Conference (teacher-student dialogue), Peer Play (two similarly impaired peers), Group Lesson (teacher-led with 3 to 6 students) and Sharing Time (monologue in front of the class). All data were transcribed and the various dimensions of language were coded. Frequencies and interactional patterns were analyzed and counted using various programs of CHILDES (MacWhinney, 2000). Repeated measures ANOVAs were used to assess the effects of context across the various dimensions of communication. Language production differed as a function of context, with the highest rate and variability in Sharing Time, although the children participated at high rates across all contexts. They showed more self-monitoring in the two academic contexts of Journal-writing and Group Lesson, and few pauses with many interruptions in the Group Lesson. Error rates differed as a function of context (with Sharing Time showing the highest and Peer Play the lowest), except in the case of morphosyntactic and word-finding errors. Overall there were few breakdowns in communication; however speech errors that affected comprehensibility varied according to classroom context, occurring most frequently in relatively autonomous monologic discourse. Children's turn-taking also differed as a function of context, with more child responses and evidence of teacher control talk in the two academic contexts, and more assertive talk by children (initiations, elicitations, directives) in Peer Play. The strong role that context played in both group and individual performance suggests that clinicians and researchers cannot assume that a single measure of a child's language performance is representative of their competence. Furthermore, intervention must consider how individual differences such as personality, other impairments, the presence of a second language, etc., contribute to a child's communicative performance.
590 $a School code: 0084.
650 4 $a Language, General. $3 1018089
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0679
690 $a 0620
690 $a 0460
710 2 0 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 64-11A.
790 1 0 $a Snow, Catherine, $e advisor
790 $a 0084
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114081