چکیده:
Objectives: The purpose of the present study was to investigate the abnormalities observed in the oral narrative skills of late talkers mostly caused by mental disorders while they try to comprehend a wordless sequential picture story to create and narrate the relevant story.
Methods: Totally 15 (10 male and 5 female) individuals were selected based on the purposive sampling.
The participants were the students of a specialized school for physically and mentally retarded students. They were the students of grade one ranging in age from 6 to 13. All of them had language delay which was caused by mental disorder. Their narrations were observed and recorded in a semi natural setting by the researchers and their speech therapist.
Results: Based on the data collected from the interview tackled by the researchers it was concluded that most of the students were not able to keep the sequence while narrating the picture.
Discussion: With regard to syntactic patterns, all of the sentences were holophrastic or two-word
utterances bearing a simple structure although some exceptions were noticed. An element which was mostly seen in the participants was their inability to name the objects because of their restricted lexicon; therefore they compensated this shortage through trying to define the function of the words they wanted to utter.
خلاصه ماشینی:
Key words: late talkers; narrative skills; language delay Submitted: 17 September 2015 Accepted: 18 November 2015 Introduction Naturally between birth and the age of two years, babies and toddlers develop their communicative skills.
0 SD or below on a communication subscale that asks whether a child points to pictures and body parts, follows simple directions, names objects, combines words, and/or uses early-developing personal pronouns.
In comparison to their typically developing peers, oral narratives produced by children with language impairments have been shown to include the following: fewer total words, fewer different words, less story grammar components, fewer complete episodes, less conventional story openings and closings, improper amounts of information given to the listener, fewer successful communication repairs, less accommodations to uninformed listeners, poorer use of cohesive ties, and fewer protagonists attempts, plans, and internal responses [22].
School-age children are compared with and without histories of LLE for performance on standardized narrative comprehension and production tasks, as well as the use of complex sentences and relative clauses in narration and conversation.
In a longitudinal study, the development of oral language and more specifically narrative skills (storytelling and story retelling) is compared in children with specific language impairment (SLI) with and without literacy delay.
Based on this the following research question was posed: What is the pattern of speech of mentally retarded late talkers in narrating a wordless sequential picture story?
, Narrative skill and syntactic complexity in school-age children with and without late language emergence.