Report  |   January 1997
Oral Reading and Story Retelling of Students With Specific Language Impairment
Author Notes
Language Disorders / Specific Language Impairment
Report   |   January 1997
Oral Reading and Story Retelling of Students With Specific Language Impairment
Language, Speech, and Hearing Services in Schools January 1997, Vol.28, 30-42. doi:10.1044/0161-1461.2801.30
History: Accepted 10 Oct 1995 , Received 14 Apr 1995
Language, Speech, and Hearing Services in Schools January 1997, Vol.28, 30-42. doi:10.1044/0161-1461.2801.30
History: Accepted 10 Oct 1995 , Received 14 Apr 1995

Students with specific language impairment (SL) and students matched for single-word reading ability read and retold stories that were approximately one grade level above their reading level. Children with SLI produced a significantly greater percentage of oral reading discrepancies (miscues) between printed and read words. Their miscues were less graphophonemically, syntactically, semantically, and pragmatically consistent with the original texts than the miscues produced by their reading-matched peers. Despite these differences in oral reading story retellings by students in the two groups were similar in terms of percentages of recalled vocabulary, story elements, and problem-resolution pairs. Holistic analysis of the retellings indicated that fewer retellings by students in the SLI group were complete, and more of their retellings were confusing. Lack of prior knowledge regarding the topics of the stories that were read, slowed language processing and/or working memory deficiencies could account for these results.

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