Narrative Skills in 4-Year-Olds With Normal, Impaired, and Late-Developing Language Two groups of children who were slow in expressive language development (SELD) at age 2 and a matched group of toddlers with normal language were re-evaluated at age 4. Assessment included measures of productive syntactic skills in spontaneous speech and narrative abilities in a standard story retelling task. Four-year-olds who ... Research Article
Research Article  |   June 01, 1993
Narrative Skills in 4-Year-Olds With Normal, Impaired, and Late-Developing Language
 
Author Affiliations & Notes
  • Rhea Paul
    Portland State University Portland, OR
  • Rita L. Smith
    North Clackamas Public Schools North Clackamas, OR
  • Contact author: Rhea Paul, PhD, Speech and Hearing Science Program, P.O. Box 751, Portland State University, Portland, OR 97207-0751.
Article Information
Development / Special Populations / School-Based Settings / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   June 01, 1993
Narrative Skills in 4-Year-Olds With Normal, Impaired, and Late-Developing Language
Journal of Speech, Language, and Hearing Research, June 1993, Vol. 36, 592-598. doi:10.1044/jshr.3603.592
History: Received June 8, 1992 , Accepted December 4, 1992
 
Journal of Speech, Language, and Hearing Research, June 1993, Vol. 36, 592-598. doi:10.1044/jshr.3603.592
History: Received June 8, 1992; Accepted December 4, 1992

Two groups of children who were slow in expressive language development (SELD) at age 2 and a matched group of toddlers with normal language were re-evaluated at age 4. Assessment included measures of productive syntactic skills in spontaneous speech and narrative abilities in a standard story retelling task. Four-year-olds who continued to perform below the normal range in sentence structure production scored significantly lower than their normally speaking peers on all measures of narrative skill. Children who were slow to begin talking at age 2 but who, by age 4, had moved into the normal range in basic sentence structure production showed no statistically significant differences, in terms of several of the measures of narrative ability, from either normally speaking 4-year-olds or from the group with persistent delay. The implications of these findings for the management of early language delay and its relation to school learning disability are discussed.

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