Narrative discourse production in language impaired learning disabled young adolescents

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dc.contributor.advisorOgilvy, Daleen_ZA
dc.contributor.authorFonarov, Idaen_ZA
dc.date.accessioned2014-12-29T04:59:36Z
dc.date.available2014-12-29T04:59:36Z
dc.date.issued2000en_ZA
dc.descriptionBibliography: leaves 62-69.en_ZA
dc.description.abstractThe spoken language productions of three language impaired learning disabled and non-learning disabled young adolescents were explored using a narrative discourse analysis procedure. The purpose was to compare the narrative production abilities of language impaired learning disabled and non-learning disabled young adolescents on a number of measures: story length, amount of information, coherence, evaluation and cohesion. In addition, it compared the performance of language impaired learning disabled and non-learning disabled young adolescents on three types of narrative tasks (story generation from a picture, personal narrative, and story retelling). Furthermore, this study investigated the stability of the narrative scores over three measurement times. The narrative discourse productions were analysed using more stringent reliability measures. Measures of reliability were obtained by calculating inter-rater and intra-rater reliability measures and testing for stability of scores across the three testing sessions. The results indicated that 46 of the 48 dependent measures in this study remained stable across the three testing times. One of the most important clinical findings in this study was that the language impaired learning disabled young adolescents are able to retell and generate narratives. Significant differences were however, found between the two groups. The language impaired learning disabled young adolescents produced shorter and less coherent and cohesive stories than the non-learning disabled young adolescents. Although they used fewer cohesive devices, they did not use significantly more incomplete and erroneous cohesive ties than the non-learning disabled young adolescents. The analysis of task effects indicated that story retelling is more clinically useful with language-impaired learning-disabled young adolescents for an assessment of narrative discourse ability than story generation. The implications for use of narrative discourse and types of story collection tasks for the assessment of language impaired learning disabled young adolescents are discussed.en_ZA
dc.identifier.apacitationFonarov, I. (2000). <i>Narrative discourse production in language impaired learning disabled young adolescents</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences. Retrieved from http://hdl.handle.net/11427/10474en_ZA
dc.identifier.chicagocitationFonarov, Ida. <i>"Narrative discourse production in language impaired learning disabled young adolescents."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2000. http://hdl.handle.net/11427/10474en_ZA
dc.identifier.citationFonarov, I. 2000. Narrative discourse production in language impaired learning disabled young adolescents. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Fonarov, Ida AB - The spoken language productions of three language impaired learning disabled and non-learning disabled young adolescents were explored using a narrative discourse analysis procedure. The purpose was to compare the narrative production abilities of language impaired learning disabled and non-learning disabled young adolescents on a number of measures: story length, amount of information, coherence, evaluation and cohesion. In addition, it compared the performance of language impaired learning disabled and non-learning disabled young adolescents on three types of narrative tasks (story generation from a picture, personal narrative, and story retelling). Furthermore, this study investigated the stability of the narrative scores over three measurement times. The narrative discourse productions were analysed using more stringent reliability measures. Measures of reliability were obtained by calculating inter-rater and intra-rater reliability measures and testing for stability of scores across the three testing sessions. The results indicated that 46 of the 48 dependent measures in this study remained stable across the three testing times. One of the most important clinical findings in this study was that the language impaired learning disabled young adolescents are able to retell and generate narratives. Significant differences were however, found between the two groups. The language impaired learning disabled young adolescents produced shorter and less coherent and cohesive stories than the non-learning disabled young adolescents. Although they used fewer cohesive devices, they did not use significantly more incomplete and erroneous cohesive ties than the non-learning disabled young adolescents. The analysis of task effects indicated that story retelling is more clinically useful with language-impaired learning-disabled young adolescents for an assessment of narrative discourse ability than story generation. The implications for use of narrative discourse and types of story collection tasks for the assessment of language impaired learning disabled young adolescents are discussed. DA - 2000 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2000 T1 - Narrative discourse production in language impaired learning disabled young adolescents TI - Narrative discourse production in language impaired learning disabled young adolescents UR - http://hdl.handle.net/11427/10474 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10474
dc.identifier.vancouvercitationFonarov I. Narrative discourse production in language impaired learning disabled young adolescents. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Department of Health and Rehabilitation Sciences, 2000 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10474en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Health and Rehabilitation Sciencesen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherLogopaedicsen_ZA
dc.titleNarrative discourse production in language impaired learning disabled young adolescentsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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