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Assessing pragmatic comprehension in children with Specific Language Impairment |
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Ryder Nuala - University of Hertfordshire
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Leinonen Eeva - University of Hertfordshire
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Schulz Jorg - University of Hertfordshire
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| SRCLD Year: |
2005 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Assessment |
| - Cognition/Language |
| - Language Impairment, School Age |
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This research investigates a method of assessing pragmatic comprehension (based on Relevance Theory, Sperber and Wilson 1995) in language disordered children. 118 children particpated: 32 with Specific Language Impairment (14 with pragmatic impairment), 32 five to six year olds, 35 seven to eleven year olds and 19 twelve to fourteen year olds. Questions of increasing pragmatic complexity (targeting Reference Assignment, Enrichment and recovery of Implicature) were asked on the basis of tasks which involved different amounts of contextual support : pictorial, verbal and story book. Results show the SLI group performed significantly less well than their peers on the verbal and storybook tasks but were age appropriate on the picture task. Analysis revealed that implicature questions were strong predictors of the pragmatically impaired group who did significantly less well than all groups on this question type, on all tasks. Relevance theory has provided a way of empirically investigating pragmatic difficulty in children with SLI, and it could provide a useful tool for therapists to assess the needs of pragmatically impaired children.
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