Distinguishing Indices of Oral Narratives of Third- and Fourth-grade Children with Language Impairment and Their Typically Developing Peers

• Main Authors: Hsiao, Chien-Yi, 蕭蒨憶
• Other Authors: Wang, Chiu-Ling
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/475bs7

碩士 === 臺北市立大學 === 特殊教育學系 === 107 === The purposes of this research are (1) to investigate the effect of the narrative assessment indices on distinguishing specific language impaired third- and fourth-grade children from their typically-developing peers, (2) to determine the effect size of these narrative assessment indices, and (3) to verify whether the construct of these indices could reflect the past theories.The subjects were 60 third- and fourth-grade children, including 30 language-impaired children and 30 typically-developing children. The present study uses the wordless picture book《The Girl and the Bicycle》 as the material to collect narrative samples from the children’s retelling of the story in the picture book. The results of this research are as follows： 1.Three factors are extracted through the exploratory factor analysis, which include “narrative language ability indices”, “maze indices”, and “pause indices”, which are slightly diverted from yet still basically similar to what the past theories stated: “macrostructure”, “microstructure”, and "speech disruption and speech rate”. 2.Macrostructure: two groups of children have significant different performances in the “setting”, “initiating event”, “internal response”, “attempts”, “consequence”, and “score of complete episodes”. 3.Microstructure: two groups of children have significant different performances in the following indices:(1) semantics: the ”number of total words”, “number of different words”, and “percentage of word-level errors ”, (2) syntax: the “mean length of C-unit”, “subordination index”, and “percentage of grammatically incorrect utterances”, and (3) cohesive ties: the ”percentage of complete conjunctive cohesive ties”, “percentage of complete lexical cohesive ties” , and “percentage of total complete cohesive ties”. 4.Speech disruption and speech rate: two groups of children have significant different performances in the following indices: (1) mazes: the ”percentage of maze words”, and “mean maze words of C-unit”, (2) pause: the ”number of pauses within utterances”, “total time of the pauses within utterances”, “average time of the pauses within utterances”, “number of pauses between utterances”, and “total time of the pauses between utterances”, and (3) the average speech rate. 5.The “percentage of grammatically incorrect utterances”, “score of complete episodes”, “percentage of word-level errors”, “mean length of C-unit”, and the “consequence” are the top five powerful indices that could distinguish children with language impairment from their typically developing peers.