Language Sampling Protocols for Eliciting Text-Level Discourse The identification of linguistic vulnerability in school-age students is likely to require collecting and analyzing samples of text-level discourse. Text-level discourse produced as part of narrative and expository tasks is more likely to reveal school-age children’s most advanced language abilities and to evoke more communication breakdowns and production errors. This ... Research Article
Research Article  |   July 01, 1998
Language Sampling Protocols for Eliciting Text-Level Discourse
 
Author Affiliations & Notes
  • Pamela A. Hadley, PhD
    Speech and Hearing Science, P.O. Box 1908, Arizona State University, Tempe, AZ 85287-1908
  • Corresponding author: e-mail: hadley@asu.edu
Article Information
Normal Language Processing / Language Disorders / Research Articles
Research Article   |   July 01, 1998
Language Sampling Protocols for Eliciting Text-Level Discourse
Language, Speech, and Hearing Services in Schools, July 1998, Vol. 29, 132-147. doi:10.1044/0161-1461.2903.132
History: Received January 13, 1998 , Accepted January 14, 1998
 
Language, Speech, and Hearing Services in Schools, July 1998, Vol. 29, 132-147. doi:10.1044/0161-1461.2903.132
History: Received January 13, 1998; Accepted January 14, 1998

The identification of linguistic vulnerability in school-age students is likely to require collecting and analyzing samples of text-level discourse. Text-level discourse produced as part of narrative and expository tasks is more likely to reveal school-age children’s most advanced language abilities and to evoke more communication breakdowns and production errors. This article briefly reviews the research literature establishing the need to sample text-level discourse and identifies several issues for clinicians to consider when constructing their own language sampling protocols. The article concludes with the description of two different protocols that could be used in school- and clinic-based settings, along with examples of how these protocols have been administered and analyzed for clinical purposes.

ACKNOWLEDGMENTS
Special appreciation is extended to Alison Imbens-Bailey for her feedback during the development of these protocols and to the children, families, and staff who participated in the Language and Literacy Program at Arizona State University where these protocols were field tested and revised. I would also like to thank Melanie Schuele, Janna Oetting, Cheryl Scott, and Jan Norris for their feedback on earlier versions of this manuscript, and especially, the members of the Kyrene Public Schools Eligibility Subcommittee for discussion and feedback regarding the recommendations made in this paper as they grappled with strategies for collecting and analyzing language samples in their district.
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