Journal of Speech, Language, and Hearing Research Vol.51 1227-1243 October 2008. doi:10.1044/1092-4388(2008/07-0136)
© American Speech-Language-Hearing Association
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The Detection and Monitoring of Comprehension Errors by Preschool Children With and Without Language Impairment

Elizabeth Skarakis-Doyle
Lynn Dempsey
University of Western Ontario, London, Ontario, Canada

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


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