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In:Atypical Language Development in Romance Languages
Edited by Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raúl López-Penadés, Victor A. Sanchez-Azanza and Daniel Adrover-Roig
[Not in series 223] 2019
► pp. 127–141

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Evaluation of narrative skills in language-impaired children

Advantages of a dynamic approach

 | Saint-Petersburg State Pediatric Medical University | Vytautas Magnus University
 | Saint-Petersburg State Pediatric Medical University
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 11 June 2019
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https://doi.org/10.1075/z.223.08bal
The chapter presents our findings on a complex experimental comparative study of the narrative analysis of language-impaired and typically-developing monolingual Russian children. The data of storytelling and retelling according to wordless picture sequences were collected from specifically language-impaired preschoolers, dyslexic school-age children, and typically-developing peers. Then, following the methodology of the dynamic approach to narrative assessment, an impact of such factors as session, story complexity, and story mode on the measures of narrative macrostructure, microstructure, linguistic dysfluency, and language errors was estimated. The study provides evidence that the given extralinguistic factors significantly influence the narrative measures; namely, the language-impaired children, contrary to the typically-developing peers, tended to be significantly sensitive to the experiment session and the story mode.
Article outline
  • Introduction
  • Methodology
    • Participants
    • Material
    • Procedure
    • Measures
  • Results of Study 1
  • Results of Study 2
  • Discussion
  • Conclusions
  • Acknowledgement
  • References
References (38)
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