The Development of Expressive Elaboration in Fictional Narratives

Ukrainetz, Teresa A.; Justice, Laura M.; Kaderavek, Joan N.; Eisenberg, Sarita; Gillam, Ronald B.; Harm, Heide M.

doi:10.1044/1092-4388(2005/095)

Cited by 112 publications

(96 citation statements)

References 16 publications

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“…Our findings indicate that the use of conjunctions is still in evolution in 10-year-old children, showing that the upgrading of more refined aspects of oral language extends beyond the schooling stage (14,16) . The difference of performance between groups reinforces that narrative production of SLI children has simpler phrasal structures, lack of temporal markers and less cohesion elements (16,17) . This prejudice may be explained by the fact that cognitive and linguistic demands involved in the use of conjunctions is beyond their processing capacity (8,9,15) .…”

Section: Discussionmentioning

confidence: 66%

“…On the other hand, it is interesting to note that the scarcity of complex sentences such as subordinate, which require use of conjunctions, influences the expression of the character's mental state during narrative production, impairing discourse performance on daily situations (1,29) . Therefore, for the SLI group, complexity increase generates an overload on linguistic system that harms narratives' abilities and influences language comprehension, ideas organization and expressing temporal and causal relations difficulties (1,(15)(16)(17)(18)(19)(20) . We also notice that these difficulties persist with age, since SLI children's world perception is impaired by linguistic restriction.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, when compaired to chronological peers with typical language development, SLI children show a more proeminent morphosyntax impairment with discoursive ellaboration damage (1,8,11,14) . It happens because their narratives are characterized by less syntactically complex sentences, restricted use and errors associated to grammatical elements, low number of complete episodes, and cohesion failures (15)(16)(17)(18)(19)(20) . In preschool children, the word class that better distinguish those within typical language development from those with SLI is the conjunction, which independent of the type, is always scarce in children's speech (8) .…”

Section: Introductionmentioning

confidence: 99%

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The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

Gonzalez

Cáceres

Bento-Gaz

et al. 2012

J. Soc. Bras. Fonoaudiol.

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PURPOSE: To verify the use of conjunctions in narratives, and to investigate the influence of stimuli's complexity over the type of conjunctions used by children with specific language impairment (SLI) and children with typical language development. METHODS: Participants were 40 children (20 with typical language development and 20 with SLI) with ages between 7 and 10 years, paired by age range. Fifteen stories with increasing of complexity were used to obtain the narratives; stories were classified into mechanical, behavioral and intentional, and each of them was represented by four scenes. Narratives were analyzed according to occurrence and classification of conjunctions. RESULTS: Both groups used more coordinative than subordinate conjunctions, with significant decrease in the use of conjunctions in the discourse of SLI children. The use of conjunctions varied according to the type of narrative: for coordinative conjunctions, both groups differed only between intentional and behavioral narratives, with higher occurrence in behavioral ones; for subordinate conjunctions, typically developing children's performance did not show differences between narratives, while SLI children presented fewer occurrences in intentional narratives, which was different from other narratives. CONCLUSION: Both groups used more coordinative than subordinate conjunctions; however, typically developing children presented more conjunctions than SLI children. The production of children with SLI was influenced by stimulus, since more complex narratives has less use of subordinate conjunctions.

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Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

Gonzalez

Cáceres

Bento-Gaz

et al. 2012

J. Soc. Bras. Fonoaudiol.

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“…Competence at stories can be an important prognostic indicator of age-appropriate language development or atypical patterns in children with language or cognitive difficulties [14,15].…”

Section: Literature Reviewmentioning

confidence: 99%

‘Story Boxes’: Using a Multisensory Story Approach to Develop Vocabulary in Children Experiencing Language-Learning Difficulties

Hettiarachchi¹,

Ranaweera²

2013

IJCDSE

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“…It typically focuses on children's inclusion of story grammar components and the complexity of episode structure. During macrostructural analysis, the speech-language pathologist might, for example, determine the number of episodes (i.e., segments that include an initiating event, attempt, and consequence) contained in a child's narrative (e.g., Liles et al, 1995;Merritt & Liles, 1989), along with use of other narrative elements such as appendages, orientations, and evaluations (Labov, 1972;Ukrainetz et al, 2005). Microstructural analysis, by contrast, considers the internal linguistic structures used in the narrative construction, such as conjunctions, noun phrases, and dependent clauses.…”

mentioning

confidence: 99%

The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children’s Narrative Performances

Justice

Bowles

Kaderavek

et al. 2006

Am J Speech Lang Pathol

Self Cite

220

171

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Purpose This research was conducted to develop a clinical tool—the Index of Narrative Microstructure (INMIS)—that would parsimoniously account for important microstructural aspects of narrative production for school-age children. The study provides field test age- and grade-based INMIS values to aid clinicians in making normative judgments about microstructural aspects of pupils’ narrative performance. Method Narrative samples using a single-picture elicitation context were collected from 250 children age 5–12 years and then transcribed and segmented into T-units. A T-unit consists of a single main clause and any dependent constituents. The narrative transcripts were then coded and analyzed to document a comprehensive set of microstructural indices. Results Factor analysis indicated that narrative microstructure consisted of 2 moderately related factors. The Productivity factor primarily comprised measures of word output, lexical diversity, and T-unit output. The Complexity factor comprised measures of syntactic organization, with mean length of T-units in words and proportion of complex T-units loading most strongly. Principal components analysis was used to provide a linear combination of 8 variables to approximate the 2 factors. Formulas for calculating a student’s performance on the 2 factors using 8 narrative measures are provided. Conclusions This study provided a method for professionals to calculate INMIS scores for narrative Productivity and Complexity for comparison against field test data for age (5- to 12-year-old) or grade (kindergarten to Grade 6) groupings. INMIS scores complement other tools in evaluating a child’s narrative performance specifically and language abilities more generally.

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The Development of Expressive Elaboration in Fictional Narratives

Abstract: This study provides an additional window on narrative competence. The analysis and results can guide narrative assessment and intervention.

Cited by 112 publications

References 16 publications

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment

‘Story Boxes’: Using a Multisensory Story Approach to Develop Vocabulary in Children Experiencing Language-Learning Difficulties

The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children’s Narrative Performances

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