Developmental changes in narrative and non-narrative discourse in children with and without brain injury

Hemphill, Lowry; Feldman, Heidi M.; Camp, Linda; Griffin, Terri M.; Miranda, Ana-Elisabeth B.; Wolf, Dennie Palmer

doi:10.1016/0021-9924(94)90037-x

Cited by 26 publications

(17 citation statements)

References 20 publications

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“…In Dennis's proposal, presented in the terminology and framework of skill development (from emerging, to developing, to established), the earlier the developmental process is disrupted, the greater the impact because the greater the number of skills yet to be acquired made vulnerable by cerebral insult. The findings from a number of studies lend support to her proposal [Anderson and Moore, 1995;Anderson et al, 1997;Chapman et al, 1992;Dennis and Barnes, 1990;Hemphill et al, 1994].…”

Section: A Closer Look At Age As a Predictor Of Language Outcomesupporting

confidence: 55%

Age and Etiology as Predictors of Language Outcome following Hemispherectomy

Curtiss¹,

Bode²

1999

Dev Neurosci

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We report on the effects of etiology and age on the linguistic outcomes in a large pediatric hemispherectomy population. Four populations were considered separately: cortical dysplasia (multilobar involvement), Rasmussen’s encephalitis, infarction as a primary etiology and, fourth, children who failed to develop language, regardless of etiology. We argue against the ‘the-earlier-the-better’ hypothesis and propose our own hypothesis that weds maturational factors to etiological factors to predict language outcomes following pervasive brain insult. The implications of our ‘critical impact point’ hypothesis are discussed.

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Section: A Closer Look At Age As a Predictor Of Language Outcomesupporting

confidence: 55%

Age and Etiology as Predictors of Language Outcome following Hemispherectomy

Curtiss¹,

Bode²

1999

Dev Neurosci

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“…The mean score of 2.8 reflected narrative performances that typically included mention of the story characters and one or two events, but no information about story setting or resolution. Setting information and resolution are typically included in picture-prompted narratives by middleclass first graders (Hemphill et al, 1994;Shapiro & Hudson, 1991); thus these average performances reflect some delays or differences in narrative achievement.…”

Section: Analysesmentioning

confidence: 99%

The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools

Hemphill

Tivnan²

2008

Journal of Education for Students Placed at Risk (JESPAR)

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Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over time. Beginning-of-1st-grade letter-word identification and word attack skills were the strongest predictors of reading comprehension at the end of 1st grade. However, vocabulary was the best predictor of reading comprehension at the end of 2nd and 3rd grades. The predictive power of early print-related and phonemicawareness skills diminished over time, yet vocabulary scores remained an important predictor. Results support an early emphasis on developing meaning skills to prepare low-income children for success in literacy.Children whose family incomes are at or below the poverty level are especially likely to struggle with reading, a pattern that emerges early and strengthens in the elementary school years. On recent national assessments, only 43% of low-income fourth graders in large urban districts read at a Requests for reprints should be sent to:

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“…Nonsymbolic talk, in contrast, is concerned with the literal identities of toy objects and their allocation and manipulation in the context of joint object play (e.g., discussing the arrangement of furniture in the toy house). Within the broad categories of symbolic and nonsymbolic talk, subcategories were developed, guided by research on children's narrative development (Hemphill et al, 1994) and by research on children's engagement in symbolic play (Sachs et al, 1984).…”

Section: Codingmentioning

confidence: 99%

“…Despite clinical and research reports of early language delays in children with ECHS, there exist no published reports detailing the prevalence of difficulty for these children in the acquisition of later discourse abilities. One possibility is that, like children with histories of other forms of early brain injury, children with ECHS may show lags in the acquisition of conversation and narrative skills (Chapman, 1995;Dennis, Jacennik, & Barnes, 1994;Dennis & Lovett, 1990;Hemphill et al, 1994). Such delays, if present, may contribute to problems with academic functioning and may have consequences for these children's social and emotional development.…”

mentioning

confidence: 99%

Just pretend: Participation in symbolic talk by children with histories of early corrective heart surgery

Ovadia¹,

Hemphill²,

Winner³

et al. 2000

Applied Psycholinguistics

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Children with histories of early corrective heart surgery (ECHS) are at risk for language, cognitive, and motor delays. This study examined parent–child play in 30 4-year-old children with ECHS and 30 typically developing children. Children were compared on basic language measures and on proportions of symbolic and nonsymbolic talk. Children with ECHS focused on concrete “here-and-now” talk and produced less symbolic talk than normative children. Only a third of the children with ECHS were able to produce story episodes. These findings reflect the ECHS children's relatively immature participation in joint pretense and their overreliance on earlier acquired strategies for pretend play. This style of participation may result from difficulty coordinating more complex social intentions with appropriate language forms.

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Developmental changes in narrative and non-narrative discourse in children with and without brain injury

Cited by 26 publications

References 20 publications

Age and Etiology as Predictors of Language Outcome following Hemispherectomy

Age and Etiology as Predictors of Language Outcome following Hemispherectomy

The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools

Just pretend: Participation in symbolic talk by children with histories of early corrective heart surgery

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