Publication Date

1990

Document Type

Dissertation/Thesis

First Advisor

Stephens, M. Irene (Mary Irene)

Degree Name

M.A. (Master of Arts)

Department

Department of Communicative Disorders

LCSH

Preschool children||Storytelling

Abstract

In an attempt to construct an efficient languagescreening device for preschoolers, a story-retelling task was administered to 12 language-impaired and 12 non-language-impaired 4- and 5-year-olds. The subjects were presented with a nine-sentence story accompanied by three pictures. Each subject was asked to first repeat each sentence as given and then handed the pictures and directed to retell the story by himself/herself. Their imitation and retelling responses were audiotaped, scored, and analyzed. Results indicated that the language-impaired group scored significantly lower than the non-language-impaired group on both sentence imitation and story retelling. A moderate correlation was found for the total set of subjects between their sentence imitation scores and their story-retelling scores. There were high correlations for both test-retest and interjudge reliability. Some interesting individual differences were observed. It is suggested that both modes of response be included in the future use of this story and that a larger number of preschoolers' performances be investigated.

Comments

Includes bibliographical references (pages 18-19)

Extent

iv, 33 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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