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This study compared similarities and differences between two narrative scoring procedures, Monitoring Indicators of Scholarly Language (MISL; Gillam, Gillam, & Reece, 2012) and the Narrative Scoring Scheme (NSS; Miller & Heilmann, 2004), when applied to the English and Spanish narratives of bilingual children. Participants were 42 children with PLI and their typically developing peers matched on age, sex, nonverbal IQ, percent of Spanish usage (combined input and output), and age of first English exposure. Children retold one of two frog stories. The PLI group scored significantly lower than the TD group on both scoring schemes. Cross-linguistic and developmental patterns of performance will be discussed.
This study was supported by NIH/NIDCD grant DC007439 and Department of Education Training Grant H325D090068. |
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