HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Google Scholar Articles by Skarakis-Doyle, E. Articles by Dempsey, L. PubMed PubMed Citation Articles by Skarakis-Doyle, E. Articles by Dempsey, L.

The Detection and Monitoring of Comprehension Errors by Preschool Children With and Without Language Impairment

Contact author: Elizabeth Skarakis-Doyle, School of Communication Sciences and Disorders, Elborn College, University of Western Ontario, London, Ontario N6G 1H1, Canada. E-mail: eskaraki{at}uwo.ca.

Purpose: In this study, the authors examined emerging comprehension monitoring, including error detection, evaluation, and correction within the context of story understanding in preschool children with and without language impairment.

Method: Thirty-seven children between the ages of 30 and 61 months completed an online comprehension monitoring task. There were 3 groups: 10 children with language impairment, 13 typically developing children who were matched for age, and 14 typically developing children who were matched for receptive vocabulary.

Results: Analyses of variance revealed that children with language impairment attained significantly lower scores on the comprehension monitoring task than both age-matched and language-matched groups.

Conclusion: The skills underlying successful comprehension monitoring that may be affected in young children with language impairment are discussed.

KEY WORDS: language impairment, comprehension monitoring, preschooler, executive function