Narrative competence among hearing-impaired and normal-hearing children: analytical cross-sectional study

Alexandra Dezani Soares · Bárbara Niegia Garcia de Goulart · Brasília Maria Chiari

34 citations0/0 files storedSao Paulo Medical Journal

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Hearing Impairment and Communication Language Development and Disorders Hearing Loss and Rehabilitation

Abstract

CONTEXT AND OBJECTIVE: oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce. The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children. DESIGN AND SETTING: analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed. RESULTS: the deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P < 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups. The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005). CONCLUSION: hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.

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1998Language of Early- and Later-identified Children With Hearing Loss 2000Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing 2003Narrative skills of children with communication impairments 2003“Frog, where are you?” Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome 2004Oral and Written Story Composition Skills of Children With Language Impairment 1985Cohesion in the Narratives of Normal and Language-Disordered Children 2004African American and Caucasian Preschoolers’ Use of Decontextualized Language 2006Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

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