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Narrative Abilities of Children with Learning Disabilities and Nondisabled Children: Story Structure, Cohesion, and Propositions.
Peer reviewed Peer reviewed
Ripich, Danielle N.; Griffith, Penny L. – Journal of Learning Disabilities, 1988
Narrative abilities of 24 learning disabled (LD) and 27 nondisabled children (ages 7-12.5 years) were compared. Although LD students were able to reconstruct stories as well as were nondisabled students, narrative analysis of both original and retold stories can provide useful information on language skills beyond the sentence level. (Author/DB)
Descriptors: Communication Skills, Elementary Education, Expressive Language, Language Proficiency
Narrative Abilities in Hearing-Impaired Children: Propositions and Cohesion.
Peer reviewed Peer reviewed
Griffith, Penny L.; And Others – American Annals of the Deaf, 1990
Two linguistic microstructures (propositions and cohesive devices) were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. When stories were very simple, students generated mostly complete propositions, however as complexity increased, semantic errors resulted in fewer complete propositions. (Author/DB)
Descriptors: Coherence, Comprehension, Difficulty Level, Elementary Education
Story Structure Recall in Hearing-Impaired, Learning-Disabled and Nondisabled Children.
Peer reviewed Peer reviewed
Griffith, Penny L.; Ripich, Danielle N. – American Annals of the Deaf, 1988
Eleven elementary-school hearing-impaired students were shown pictures and asked to make up a story; and were presented stories in speech and signs, with and without pictures, and asked to retell the stories. Results indicated that the students made use of story grammars in organizing retellings and in constructing stories; pictures enhanced…
Descriptors: Elementary Education, Hearing Impairments, Learning Disabilities, Pictorial Stimuli