Oral literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder

References

• Adams, C., Clarke, E., & Haynes, R. (2009). Inference and sentence comprehension in children with specific or pragmatic language impairments. International Journal of Language & Communication Disorders, 44, 301–318. doi:10.1080/13682820802051788
   Google Scholar
• Bishop, D. (2014). Uncommon understanding: Development and disorders of language comprehension in children (Classic ed.). Hove: UK: Psychology Press.
   Google Scholar
• Bishop, D., & Adams, C. (1992). Comprehension problems in children with specific language impairment: literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119–129. doi:10.1044/jshr.3501.119
   Google Scholar
• Bishop, D., Snowling, M., Thompson, P., & Greenhalgh, T. & CATALISE-2 Consortium. (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study 2 of problems with language development. Phase 2. Terminology. PeerJ Preprints.
   Google Scholar
• Botting, N., & Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language & Communication Disorders, 40, 49–66. doi:10.1080/13682820410001723390
   Google Scholar
• Boudreau, D. (2008). Narrative abilities: advances in research and implications for clinical practice. Topics in Language Disorders, 28, 99–114. doi:10.1097/01.TLD.0000318932.08807.da
   Google Scholar
• Burris, S.E., & Brown, D.D. (2014). When all children comprehend: Increasing the external validity of narrative comprehension development research. Frontiers in Psychology, 5, 168. http://dx.doi.org/10.3389/fpsyg.2014.00168
   Google Scholar
• Cain, K., & Oakhill, J. (2007). Comprehension processes and impairments in typically developing children. In K. Cain & J. Oakhill (Eds.). Children's comprehension problems in oral and written language: a cognitive perspective. New York: The Guilford Press.
   Google Scholar
• Carey, J., Leitão, S., & Allan, L. (2006). Squirrel story narrative assessment. Keighley: Black Sheep Press.
   Google Scholar
• Cicchetti, D.V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284. doi:10.1037/1040-3590.6.4.284
   Google Scholar
• Conti-Ramsden, G., Crutchley, A., & Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SLI. Journal of Speech, Language & Hearing Research, 40, 765–777. doi:10.1044/jslhr.4004.765
   Google Scholar
• Currie, N.K., & Cain, K. (2015). Children’s inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57–75. doi:10.1016/j.jecp.2015.03.005
   Google Scholar
• Dawes, E., Leitão, S., Claessen, M., & Kane, R. (2018). A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder. International Journal of Language & Communication Disorders, 53, 1139–1149. doi:10.1111/1460-6984.12427
   Google Scholar
• Dawes, E. C. (2017). The hidden language skill: oral inferential comprehension in children with developmental language disorder. (Doctor of Philosophy), Curtin University, Perth, Australia. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/56528
   Google Scholar
• Dawes, E., Leitão, S., Claessen, M., & Black Sheep Press Ltd. (2018). The Squirrel Story Narrative Comprehension Assessment (NCA). Retrieved from https://www.blacksheeppress.co.uk/product/squirrel-story-narrative-comprehension-assessment-nca/
   Google Scholar
• Deconti, K., & Dickerson, D.J. (1994). Preschool children’s understanding of the situational determinants of others’ emotions. Cognition and Emotion, 8, 453–472. doi:10.1080/02699939408408952
   Google Scholar
• Desmarais, C., Nadeau, L., Trudeau, N., Filiatrault-Veilleux, P., & Maxes-Fournier, C. (2013). Intervention for improving comprehension in 4-6 year old children with specific language impairment: practicing inferencing is a good thing. Clinical Linguistics & Phonetics, 27, 540–552. doi:10.3109/02699206.2013.791880
   Google Scholar
• Faul, F., Erdfelder, E., Lang, A.G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. doi:10.3758/BF03193146
   Google Scholar
• Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2015). Inferential comprehension of 3-6 year olds within the context of story grammar: a scoping review. International Journal of Language & Communication Disorders, 50, 737–749. doi:10.1111/1460-6984.12175
   Google Scholar
• Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2016). Comprehension of inferences in a narrative in 3- to 6-year-old children. Journal of Speech, Language & Hearing Research, 59, 1099–1110. doi:10.1044/2016_JSLHR-L-15-0252
   Google Scholar
• Ford, J., & Milosky, L. (2008). Inference generation during discourse and its relation to social competence: an online investigation of abilities of children with and without language impairment. Journal of Speech, Language and Hearing Research, 51, 367–380. doi:10.1044/1092-4388(2008/027)
   Google Scholar
• Graesser, A., Millis, K., & Zwaan, R. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163–189. doi:10.1146/annurev.psych.48.1.163
   Google Scholar
• Kintsch, W., & Rawson, K. (2005). Comprehension. In M. Snowling & C. Hulme (Eds.). The science of reading: a handbook (pp. 209–226). Oxford: Blackwell Publishing.
   Google Scholar
• Leinonen, C., & Letts, E. (2001). Comprehension of inferential meaning in language-impaired and language normal children. International Journal of Language & Communication Disorders, 36, 307–328. doi:10.1080/13682820110045829
   Google Scholar
• Leonard, L. (2014). Children with specific language impairment. Cambridge: MA: The MIT Press.
   Google Scholar
• Lynch, J.S., & van den Broek, P. (2007). Understanding the glue of narrative structure: children’s on- and off-line inferences about characters’ goals. Cognitive Development, 22, 323–340. doi:10.1016/j.cogdev.2007.02.002
   Google Scholar
• Norbury, C.F., & Bishop, D. (2002). Inferential processing and story recall in children with communication problems: a comparison of specific language impairment, pragmatic language impairment and high-functioning autism. International Journal of Language & Communication Disorders, 37, 227–251. doi:10.1080/13682820210136269
   Google Scholar
• Norbury, C.F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., … Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry, 57, 1247–1257. doi:10.1111/jcpp.12573
   Google Scholar
• Paris, & Paris. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76. doi:10.1598/RRQ.38.1.3
   Google Scholar
• Potocki, A., Ecalle, J., & Magnan, A. (2013). Narrative comprehension skills in 5-year-old children: correlational analysis and comprehender profiles. Journal of Educational Research, 106, 14–26. doi:10.1080/00220671.2012.667013
   Google Scholar
• Renz, K., Lorch, E.P., Milich, R., Lemberger, C., Bodner, A., & Welsh, R. (2003). On-line story representation in boys with attention deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 31, 93–104. doi:10.1023/A:1021777417160
   Google Scholar
• Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107, 321–331. doi:10.1037/a0037769
   Google Scholar
• Spackman, M.P., Fujiki, M., & Brinton, B. (2006). Understanding emotions in context: the effects of language impairment on children's ability to infer emotional reactions. International Journal of Language & Communication Disorders, 41, 173–188. doi:10.1080/13682820500224091
   Google Scholar
• Tomblin, J.B., Records, N.L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language and Hearing Research, 40, 1245–1260. doi:10.1044/jslhr.4006.1245
   Google Scholar
• Tompkins, V., Guo, Y., & Justice, L. (2013). Inference generation, story comprehension, and language skills in the preschool years. Reading and Writing, 26, 403–429. doi:10.1007/s11145-012-9374-7
   Google Scholar
• Tyack, D., & Ingram, D. (1977). Children's production and comprehension of questions. Journal of Child Language, 4, 211–224. doi:10.1017/S030500090000161
   Google Scholar
• van Daal, J., Verhoeven, L., & van Balkom, H. (2004). Subtypes of Severe Speech and Language Impairments: Psychometric evidence from 4-year-old children in the netherlands. Journal of Speech, Language & Hearing Research, 47, 1411–1423. doi:10.1044/1092-4388(2004/105)
   Google Scholar
• van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing. Journal of Educational Psychology, 93, 521. doi:10.1037/0022-0663.93.3.521
   Google Scholar
• van Dijk, T., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
   Google Scholar
• van Kleeck, A. (2008). Providing Preschool Foundations for Later Reading Comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in Schools, 45, 627–643. doi:10.1002/pits.20314
   Google Scholar
• van Kleeck, A., Vander Woude, J., & Hammett, L. (2006). Fostering literal and inferential language skills in head start preschoolers with language impairment using scripted book-sharing discussions. American Journal of Speech - Language Pathology, 15, 85–95. doi:10.1044/1058-0360(2006/009)
   Google Scholar
• Westby, C., & Washington, K.N. (2017). Using the international classification of functioning, disability and health in assessment and intervention of school-aged children with language impairments. Language, Speech, and Hearing Services in Schools, 48, 137–152. doi:10.1044/2017_LSHSS-16-0037
   Google Scholar