An Examination of the Quality of Narratives Produced by Children With Language Disorders A team of regular and special educators used a holistic scoring procedure to rate the overall quality of spoken and written narratives produced by students with language disorders and their age-, language-, and reading-matched peers. Students with language disorders earned significantly lower holistic scores than their age-matched peers. However, their ... Research Article
Research Article  |   January 1996
An Examination of the Quality of Narratives Produced by Children With Language Disorders
 
Author Affiliations & Notes
  • Teresa Ukrainetz McFadden
    University of Texas at Austin, Jesse H. Jones Communication Center, Austin, TX 78712-1809
  • Ronald B. Gillam
    University of Texas at Austin, Jesse H. Jones Communication Center, Austin, TX 78712-1809
Article Information
Development / Language Disorders / Research Articles
Research Article   |   January 1996
An Examination of the Quality of Narratives Produced by Children With Language Disorders
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 48-56. doi:10.1044/0161-1461.2701.48
History: Received June 28, 1994 , Accepted January 20, 1995
 
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 48-56. doi:10.1044/0161-1461.2701.48
History: Received June 28, 1994; Accepted January 20, 1995

A team of regular and special educators used a holistic scoring procedure to rate the overall quality of spoken and written narratives produced by students with language disorders and their age-, language-, and reading-matched peers. Students with language disorders earned significantly lower holistic scores than their age-matched peers. However, their holistic scores were similar to the scores earned by their language- and reading-matched peers. Correlations between holistic scores and structural measures of language revealed that quality judgments were moderately related to textual-level measures of form and content but were unrelated to sentence-level measures of form and content. Holistic scoring is shown to have clinical and research utility as a means for socially validating the effects of language disorders on storytelling. Clinicians who want to influence the overall quality of their students' stories may wish to focus their intervention on textual-level narrative features.

ACKNOWLEDGMENTS
The research reported in this paper was partially supported by a doctoral fellowship to the first author from the Social Sciences and Humanities Research Council of Canada and by a grant to the second author from the National Institutes of Deafness and Other Communication Disorders (1K08 DC00086-01).
The authors wish to thank David McFadden. Martha Garcia, Debbie Stahle. and Noel Stahle for serving on the holistic scoring team. Wayne Secord, Nancy Creaghead, Cheryl Scott, and one anonymous reviewer provided helpful comments concerning an earlier version of the manuscript.
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