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Relationships between narrative and syntactic competencies in school-aged, hearing-impaired children

Published online by Cambridge University Press:  28 November 2008

Amy L. Weiss  and
Cynthia J. Johnson
Amy L. Weiss*
Affiliation:
University of Iowa
Cynthia J. Johnson*
Affiliation:
University of Illinois
*
Amy L. Weiss, Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242
Amy L. Weiss, Department of Speech Pathology and Audiology, University of Iowa, Iowa City, IA 52242
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Abstract

School-aged, hearing-impaired children's propensity for incorporating complex syntax into the narratives and conversations they produced was investigated. Language samples containing both conversations and narratives in the form of story retellings were collected from seven subjects with moderate-to-severe hearing losses. Both portions of the samples were analyzed for a set of basic and complex syntax features discussed in the developmental literature. In addition, the narrative portions of the samples were analyzed for the subjects' use of the components of story grammar, appropriate use of cohesion, and episode integrity.

Type
Articles
Information
Applied Psycholinguistics , Volume 14 , Issue 1 , January 1993 , pp. 35 - 59
Copyright
Copyright © Cambridge University Press 1993

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