Canadian Journal of Speech-Language Pathology and Audiology

The Relationship of Storytelling Ability to Reading Comprehension in Children with Learning Disability

 
Author(s) Susan E. Gilmore, PhD
Joan Klecan-Aker, PhD
Willis L. Owen
Volume 23
Number 3
Year 1999
Page(s) 142-151
Language English
Category
Keywords oral
storytelling
reading
comprehension
language
Abstract Recent studies have explored the relation between oral language and literacy development. Understanding and describing this relation may lead to more effective intervention programs for children who are experiencing language-based learning difficulties. The purpose of this investigation was to add to existing literature by examining the relation of one aspect of oral language, oral storytelling ability, to reading comprehension ability in a population of elementary school-age, upper-middle class, Caucasian children with learning disabilities. Oral, fictional narratives were elicited using a story generation task, and assigned a developmental level of complexity based on the number and organization of grammar components contained within the story. Reading comprehension ability was measured using a formal, standardized passage comprehension task. Results of the study revealed that for this group of participants, the developmental level of story (a measure of story complexity) was significantly related to and predicted performance on the passage comprehension task. Implications of this finding for future research and treatment planning are discussed.



Des études récentes ont exploré le rapport entre le développement du langage oral et celui de l’alphabétisation. La compréhension et la description de ce rapport peuvent mener à des programmes d’intervention plus efficaces pour les enfants ayant des difficultés d’apprentissage linguistique. Le but de cette étude était de suppléer aux ouvrages existants en examinant le rapport entre un aspect du langage oral, l’aptitude à raconter verbalement des histoires, et la compréhension de la lecture dans une population d’enfants de race blanche, d’âge scolaire primaire, de la classe moyenne supérieure, ayant des troubles d’apprentissage. On a suscité des narrations orales fictives au moyen d’un exercice de production d’histoire et attribué un degré de complexité du développement basé sur le nombre et l’organisation de composantes grammaticales contenues dans l’histoire. On a mesuré la compréhension de la lecture au moyen d’un exercice formel et normalisé de compréhension de passages. Les résultats de l’étude ont révélé que, pour ce groupe de participants, le degré du développement de l’histoire (une mesure de la complexité de l’histoire) était très étroitement lié au rendement à l’exercice de compréhension de passages et permettait d’en prédire les résultats. Les incidences de cette constatation sur la recherche ultérieure et sur la planification du traitement sont étudiées.
Record ID 73
Link http://cjslpa.ca/files/1999_JSLPA_Vol_23/No_03_101-160/Gilmore_Klecan-Aker_Owen_JSLPA_1999.pdf
 
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