Article2015

Oral narratives in monolingual and bilingual preschoolers with SLI

Stefano Rezzonico · Xi Chen · Patricia L. Cleave · Janice Greenberg · Kathleen Hipfner-Boucher · Carla J. Johnson +4 more

54 citations0/0 files storedInternational Journal of Language & Communication Disorders

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Language Development and Disorders Neurobiology of Language and Bilingualism Child and Animal Learning Development

Abstract

BACKGROUND: The body of literature on narratives of bilingual children with and without specific language impairment (SLI) is growing. However, little is known about the narrative abilities of bilingual preschool children with SLI and their patterns of growth. AIMS: To determine the similarities and differences in narrative abilities between preschoolers with and without SLI who are either monolingual or bilingual at two time points. METHODS & PROCEDURES: Forty children completed a narrative retell task in English at two test points. The mean ages were 52 and 58 months at Times 1 and 2, respectively. We examined performance on measures of narrative macrostructure (narrative information) and microstructure (sentence length, number of different words, verb accuracy, first mentions) in monolingual and bilingual children with and without SLI. The bilingual children were from diverse first-language backgrounds and all spoke English most of the time. OUTCOMES & RESULTS: A series of repeated-measures analyses of variance was used with language ability (typical development or SLI) and bilingual status (monolingual versus bilingual) as the between-subjects factors and time (Times 1 or 2) as the within-subjects factor. Results indicated a significant main effect of time for four measures (i.e., Information Score, lexical diversity, sentence length and verb accuracy). The between-subjects analyses indicated a significant difference between the typically developing children and the children with SLI in all measures and a significant difference between monolingual and bilingual children for verb accuracy only. CONCLUSIONS & IMPLICATIONS: This study showed that all four groups of children showed growth over a 6-month period and that bilingual children exposed predominantly to English in the home performed similarly to their monolingual peers in measures of narrative information, sentence length, number of different words and first mentions.

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References

2003Constructing a language: a usage-based theory of language acquisition 1997Prevalence of Specific Language Impairment in Kindergarten Children 1997Children with Specific Language Impairment 2003Narrative skills of children with communication impairments 2021Kaufman Brief Intelligence Test 1998Tense Over Time 2002A Longitudinal Analysis of the Connection Between Oral Language and Early Reading 2004Oral Discourse in the Preschool Years and Later Literacy Skills

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2022Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice 2022Investigating Narrative Performance in Children With Developmental Language Disorder: A Systematic Review and Meta-Analysis 2016Narratives in Two Languages: Storytelling of Bilingual Cantonese–English Preschoolers 2020Language Sample Analysis With Bilingual Children 2018A Narrative Evaluation of Mandarin-Speaking Children With Language Impairment

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