Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Language samples using three story elicitation tasks and maturation effects.

M J Morris-Friehe1, D D Sanger

  • 1Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.

Journal of Communication Disorders
|April 1, 1992
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Cultural analysis of communication behaviors among juveniles in a correctional facility.

Journal of communication disorders·2000
Same author

Female juvenile delinquents' pragmatic awareness of conversational interactions.

Journal of communication disorders·1999
Same author

Follow-up of children at risk for language problems.

Journal of communication disorders·1994
Same author

Language skills of delinquent and nondelinquent adolescent males.

Journal of communication disorders·1991
Same author

A comparison of the SSW and language test results.

Journal of communication disorders·1990
Same author

An assessment technique for children with auditory-language processing problems.

Journal of communication disorders·1987
Same journal

State of the art in speech perception assessment.

Journal of communication disorders·2026
Same journal

Clinicians' perspectives and experiences on using consistent terminology in speech-language pathology: A qualitative study.

Journal of communication disorders·2026
Same journal

Divergent Cognitive-Linguistic Mechanisms in Mandarin Sentence Recognition: The Impact of F0 Contour and Noise in Children With and Without Developmental Language Disorder.

Journal of communication disorders·2026
Same journal

Speech-language service utilization by families with young children: The role of social determinants of health.

Journal of communication disorders·2026
Same journal

Effectiveness and stability of differential interventions in mitigating negative attitudes of Indian university students toward stuttering.

Journal of communication disorders·2026
Same journal

Expressive language growth among young children who do and do not stutter.

Journal of communication disorders·2026
See all related articles

This study examined spoken language skills in elementary students with learning disabilities (LD). Story generation tasks revealed differences in performance and errors over one year, impacting language sampling methods.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Special Education

Background:

  • Children with learning disabilities (LD) often exhibit challenges in spoken language development.
  • Storytelling is a complex linguistic task that can reveal subtle language deficits.
  • Understanding the impact of different story elicitation methods is crucial for accurate language assessment.

Purpose of the Study:

  • To compare the spoken language performance of elementary students with LD across three distinct story generation tasks.
  • To analyze changes in discourse variables over a one-year period in students with LD.
  • To evaluate the effectiveness of different story-elicitation methods for language sampling in this population.

Main Methods:

  • Twenty elementary students with verified learning disabilities participated.

Related Experiment Videos

  • Spoken language skills were assessed using a discourse analysis procedure applied to story retellings.
  • Three story tasks were employed: picture-based, memory-based, and game-based story generation, assessed over one year.

    • Main Results:

    • Statistically significant main effects were found for task on 9 out of 17 discourse variables.
    • A significant main effect for time was observed, indicating changes over the one-year period.
    • Stories generated from memory were longer but contained more and varied errors compared to picture or game-based stories.

    Conclusions:

    • The type of story generation task significantly influences the discourse produced by students with LD.
    • Memory-based story generation may elicit more linguistic output but also highlights more error patterns.
    • Findings have implications for selecting appropriate story tasks in language sampling for students with learning disabilities.