Article  |   January 2009
The Effects of Context on the Classroom Discourse Skills of Children With Language Impairment
Author Affiliations & Notes
  • Kathleen F. Peets
    York University, Ontario, Canada
  • Contact author: Kathleen F. Peets, York University, BSB, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3. E-mail: kpeets@post.harvard.edu.
School-Based Settings / Language Disorders
Article   |   January 2009
The Effects of Context on the Classroom Discourse Skills of Children With Language Impairment
Language, Speech, and Hearing Services in Schools January 2009, Vol.40, 5-16. doi:10.1044/0161-1461(2008/07-0012)
History: Accepted 05 Mar 2008 , Received 01 Mar 2007 , Revised 12 Jul 2007
Language, Speech, and Hearing Services in Schools January 2009, Vol.40, 5-16. doi:10.1044/0161-1461(2008/07-0012)
History: Accepted 05 Mar 2008 , Received 01 Mar 2007 , Revised 12 Jul 2007

Purpose: The purpose of this study was to explore the effects of context on the classroom discourse skills of children with language impairment (LI).

Method: Four classroom contexts were audiotaped among 11 children with LI: a journal-writing conference, a small-group lesson, a peer play session, and sharing time.

Results: Context affected the children’s performances on language productivity and complexity measures, self-monitoring strategies, and turn-taking patterns.

Clinical Implications: Classroom discourse as a set of discourse genres is critical in the assessment and intervention of LI. In order to be representative of a given child’s competence, several of such genres must be sampled in language assessment.

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