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Related Experiment Video

Updated: Mar 20, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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Why do children with language impairment have difficulties with narrative macrostructure?

Elma Blom1, Tessel Boerma1

  • 1Utrecht University, Department of Special Education: Cognitive and motor disabilities, Heidelberglaan 1, 3584CS Utrecht, The Netherlands.

Research in Developmental Disabilities
|May 24, 2016
PubMed
Summary

Children with language impairment (LI) show weaker narrative macrostructure skills than typically developing peers, particularly in story generation. These differences may be linked to sustained attention, impacting educational and diagnostic practices.

Keywords:
Language impairmentNarrativesStory comprehensionStory generation

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Area of Science:

  • Child language development
  • Neurodevelopmental disorders

Background:

  • Conflicting research exists on language impairment (LI) effects on narrative macrostructure.
  • Understanding these effects is crucial for educational and diagnostic applications.

Purpose of the Study:

  • Investigate narrative macrostructure performance differences between children with LI and typically developing (TD) controls.
  • Examine developmental changes in these differences over time.
  • Determine if linguistic or cognitive factors underlie group disparities.

Main Methods:

  • Longitudinal study of monolingual Dutch children (LI: n=84, TD: n=45) aged 5-7 years.
  • Assessed story comprehension and generation tasks at two time points.
  • Collected data on vocabulary, grammar, verbal memory, and sustained attention.

Main Results:

  • LI group showed weaker narrative macrostructure than TD group at wave 1.
  • At wave 2, comprehension performance was similar, but story generation remained weaker in the LI group.
  • Sustained attention significantly mediated the relationship between group status and story generation performance.

Conclusions:

  • The impact of LI on narrative macrostructure is influenced by age and task type.
  • Weaknesses in sustained attention may contribute to narrative difficulties in children with LI.
  • Findings inform educational strategies, diagnostic assessments, and intervention targets for LI.