Danielle Wetherell|Nicola Botting|Gina Conti?Ramsden
Narrative in adolescent specific language impairment (SLI): a comparison with peers across two different narrative genres
University of Manchester|University of Manchester|University of Manchester
abstract background narrative may provide useful way assess language ability adolescents specific language impairment may ecologically valid standardized tests however language age group seldom studied furthermore effect narrative genre explored detail methods amp procedures total 99 typically developing adolescents 19 peers specific language impairment given two different types narrative task storytelling condition conversational condition four areas narrative productivity syntactic complexity syntactic errors performance assessed outcomes amp results group specific language impairment poorer aspects narrative confirming recent research specific language impairment longterm disorder number measures also showed interactions group genre storytelling proving disproportionately difficult task specific language impairment group error analysis also suggested specific language impairment group making qualitatively different errors typically developing group even within genre conclusions adolescents specific language impairment poorer types narrative peers also show different patterns competence error require support narrativepartner clinical implications assessments adolescents less frequent younger ages partly sparsity tests available age range qualitative analysis narrative might prove useful alternative findings suggest everyday conversation young people specific language impairment manage difficulties discreetly might make harder identify mainstream setting