Many children identified with Language Impairment (LI) demonstrate difficulty comprehending and producing narratives. Their narratives are often structurally less complex and of overall poorer quality than those produced by their typically developing peers. These difficulties may negatively impact the academic and social success of children with LI. This thesis evaluates the performance of five school-aged children with LI on a story retell probe embedded within an intervention designed to address their social and emotional language abilities. During the 10-week intervention, participants completed a series of story retell probes using wordless picture books. The story stimuli were taken from the Edmonton Narrative Norms Instrument, which included six stories (divided into two story sets), elicited twice (12 total story retells). The production of story grammar (SG) categories was analyzed for each story retell. The results for each participant and SG category varied greatly, but all participants had difficulty producing the more complex SG elements. Although each participant demonstrated some improvement from the first retell to the second on at least one story, overall performance remained fairly stable over the 10-week period. Future research is needed to determine effective ways to support more complex story narratives in children with LI.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Deere, Megan Bradshaw, "Story Retell Narratives in Five School-Aged Children with Language Impairment" (2016). Theses and Dissertations. 6449.
language impairment, narrative, story retells, story grammar, social communication intervention, school-age children, Edmonton Narrative Norms Instrument