Does a narrative retelling task improve the assessment of language proficiency in school-aged children born very preterm?
| Autor: | Jeroen Dudink, Lottie W. Stipdonk, Marie-Christine J. P. Franken, Irwin K M Reiss |
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| Přispěvatelé: | Otorhinolaryngology and Head and Neck Surgery, Pediatrics |
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
School age child Language Tests Narration Schools Infant Newborn medicine.disease behavioral disciplines and activities Language and Linguistics Task (project management) Developmental psychology Very preterm Speech and Hearing Infant Extremely Premature medicine Humans Language disorder Narrative Language proficiency Psychology Child psychological phenomena and processes Language |
| Zdroj: | Clinical Linguistics and Phonetics, 34(12), 1112-1129. Informa Healthcare |
| ISSN: | 1464-5076 0269-9206 |
| Popis: | Almost half of the children born very preterm (VP) experience language difficulties at school-age, specifically with more complex language tasks. Narrative retelling is such a task. Therefore, we explored the value of narrative retelling assessment in school-aged children born VP, compared to item-based language assessment. In 63 children born VP and 30 age-matched full-term (FT) controls Renfrew's Bus Story Test and Clinical Evaluation of Language Fundamentals were assessed. The retelling of the Bus Story was transcribed and language complexity and content measures were analyzed with Computerised Language Analysis software. Narrative outcomes of the VP group were worse than that of the FT group. Group differences were significant for the language complexity measures, but not for the language content measures. However, the mean narrative composite score of the VP group was significantly |
| Databáze: | OpenAIRE |
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