Journal of Speech, Language, and Hearing Research Vol.54 1609-1627 December 2011. doi:10.1044/1092-4388(2011/10-0247)
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Article

Content and Form in the Narratives of Children With Specific Language Impairment

Paola Colozzoa
Ronald B. Gillamb
Megan Wooda
Rebecca D. Schnellc
Judith R. Johnstona
a The University of British Columbia, Vancouver, Canada
b Utah State University, Logan
c The University of Texas at Austin

Correspondence to Paola Colozzo: paola.colozzo{at}audiospeech.ubc.ca

Purpose: This project investigated the relationship of content and form in the narratives of school-age children.

Method: Two samples of children with specific language impairment (SLI) and their age-matched peers (British Columbia sample, M age = 9;0 [years;months], N = 26; Texas/Kansas sample, M age = 7;6, N = 40) completed the Test of Narrative Language (TNL; Gillam & Pearson, 2004). The relative strength of content elaboration and grammatical accuracy were measured for each child using variables derived from the TNL scoring system (Study 1) and from analysis of the story texts (Study 2).

Results: Both studies indicated that, compared with age peers, the children with SLI were more likely to produce stories of uneven strength—either stories with poor content that were grammatically quite accurate or stories with elaborated content that were less grammatical.

Conclusions: These findings suggest that school-age children with SLI may struggle with the cumulative load of creating a story that is both elaborate and grammatical. They also show that the absence of errors is not necessarily a sign of strength. Finally, they underscore the value of comparing individual differences in multiple linguistic domains, including the elaboration of content, grammatical accuracy, and syntactic complexity.

KEY WORDS: narratives, assessment, specific language impairment, school-age children


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