Download PDF
Sprache · Stimme · Gehör 2012; 36(03): e65-e75
DOI: 10.1055/s-0032-1304629
Originalarbeit
© Georg Thieme Verlag KG Stuttgart · New York

Ein Marker für Sprachentwicklungsstörungen im späten Vorschulalter: die Textproduktion

A Crucial Marker for Specific Language Impairment at the Preschool Age: Narrative Competence
J. Siegmüller
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
,
S. Ringmann
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
2   Justus-Liebig-Universität Gießen
,
E. Strutzmann
3   Institut für Physiologie, Medizinische Universität Graz, Österreich
4   Institut für Sprachwissenschaft, Karl-Franzens-Universität Graz, Österreich
,
J. Beier
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
,
P. B. Marschik
3   Institut für Physiologie, Medizinische Universität Graz, Österreich
› Author Affiliations
Further Information

Publication History

Publication Date:
21 May 2012 (online)

Also available at
    Permissions and Reprints

Zusammenfassung

Hintergrund:

Symptome von Sprachentwicklungsstörungen zeigen sich in der Übergangsphase vom Kindergarten in die Grundschule insbesondere beim Produzieren von Texten. Defizite in der Textverarbeitung können zu Problemen in zentralen Bereichen der Schule führen. Im vorliegenden Beitrag wird untersucht, ob sich in der Textproduktion von Kindern ein Marker finden lässt, mit dem betroffene Kinder zum Einschulungszeitpunkt identifiziert werden können.

Methode und Probanden:

Es wird die Entwicklung von Textproduktionsfähigkeiten sprachunauffälliger und sprachauffälliger Kinder (N=164) zwischen 3;0 und 6;11 Jahren anhand einer Textanalyse nach dem Story-Structure-Score verglichen.

Ergebnisse:

Dabei zeigt sich, dass die nicht sprachauffälligen Kinder ihre textgrammatische Entwicklung mit 6;0 Jahren weitestgehend abgeschlossen haben. Für die sprachauffällige Gruppe wird ein Entwicklungsplateau festgestellt. Zusätzlich lassen sich spezifische Fehlermuster, nämlich Auslassungen von Makrostruktur-Elementen (Problemstellung der Geschichte und Auflösung) nachweisen.

Schlussfolgerungen:

Abgeleitet wird, dass die Textproduktion ein sensibler Marker zur Identifikation von sprachentwicklungsgestörten Kindern zum Einschulungszeitpunkt ist. Eigenständige Überwindungen einer grammatischen Problematik sind in diesem Alter nicht mehr belegt.

Abstract

Background:

Narrative processing develops in children at the transition from kindergarden to school age. Deficits in this area may lead to problems in academic achievements. In the present study we investigate whether or not there is a marker for narrative competence that would allow affected children to be identified at school entrance.

Methods and Subjects:

In this paper the development of story telling abilities in normal children and in children with language impairment (N=164) between the age of 3;0 to 6;11 years is compared. The aim of the study is to seek evidence for a specific diagnostic marker of language abilities derived from the child’s narrations. The study is based on text analyses using the scheme of the story structure score.

Results:

The results offer typical developmental patterns for the typically developing group. 4-year-olds start to show narrative abilities realised as chaining. Up to 6;0 years abilities increase and end up in reliable story grammar abilities at the beginning of school age. In the language-impaired group specific error patterns are observed. The most remarkable outcome is the absence of age-related improvements. Furthermore, the language-impaired children are not able to produce goal-outcome-units of the picture stories.

Conclusions:

Narrative competence is interpreted as a sensitive marker for efficient identification of language impairment in late preschool age.

Schlüsselwörter

Textgrammatik - diagnostische Marker - Story Structure Score - Sprachentwicklungsstörung

Key words

story grammar - language impairment - diagnostic markers - story structure score
 

  • Literatur

  • 1 Hayward D, Schneider P. Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Lang Teach Ther 2000; 16: 255-284
    CrossrefPubMedSearch in Google Scholar
  • 2 Hughes D, McGillivray L, Schmidek M. Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications; 1997
    Search in Google Scholar
  • 3 Asher SR, Gazelle H. Loneliness, peer relations, and language disorder in childhood. Top Lang Disord 1999; 19: 16-33
    CrossrefPubMedSearch in Google Scholar
  • 4 Reed VA, Spicer L. The relative importance of selected communication skills for adolescents’ interactions with their teachers: high school teachers’ opinions. Lang Speech HearServ Sch 2003; 34: 343-357
    PubMedSearch in Google Scholar
  • 5 Norbury CF, Bishop DVM. Narrative skills of children with communication impairments. Lang Commun Disord 2003; 38: 287-313
    PubMedSearch in Google Scholar
  • 6 Botting N. Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Lang Teach Ther 2002; 18: 1-21
    CrossrefPubMedSearch in Google Scholar
  • 7 Bishop DVM, Edmundson A. Language- impaired four-year-olds: Distinguishing transient from persistent impairment. J Speech Hear Disord 1987; 52: 156-173
    PubMedSearch in Google Scholar
  • 8 Fazio BB, Naremore RC, Connell PJ. Tracking children from poverty at risk for specific language impairments: A 3-year longitudinal study. J Speech Hear Res 1996; 39: 611-624
    PubMedSearch in Google Scholar
  • 9 Botting N, Faragher B, Simkin Z et al. Predicting pathways of specific language impairment: what differentiates good and poor outcome?. J Child Psychol Psychiatr 2001; 42: 1013-1020
    CrossrefPubMedSearch in Google Scholar
  • 10 Cameron CA, Hunt AK, Linton MJ. Medium effects on children’s story rewriting and story retelling. First Lang 1988; 8: 3-18
    CrossrefPubMedSearch in Google Scholar
  • 11 Peterson DB. A systematic review of narrative-based language intervention with children who have language impairment. Comm Dis Quart. 2010
    PubMedSearch in Google Scholar
  • 12 Stothard SE, Snowling M, Bishop DVM et al. Language-impaired preschoolers: a follow-up into adolescence. J Speech Lang Hear Res 1998; 41: 407-418
    CrossrefPubMedSearch in Google Scholar
  • 13 Crais E, Lorch N. Oral narratives of school age children. Topics in Language Disorders 1994; 14: 13-28
    CrossrefPubMedSearch in Google Scholar
  • 14 14 Bishop DVM . Snowling MJ. Developmental dyslexia and specific language impairment: same or different?. Psychol Bull 2004; 130: 858-886
    CrossrefPubMedSearch in Google Scholar
  • 15 Kaderavek JN, Sulzby E. Narrative production by children with and without specific language impairment: oral narratives and emergent readings. J Speech Lang Hear Res 2000; 43: 34-49
    PubMedSearch in Google Scholar
  • 16 Dickinson D, Tabors P. Beginning literacy with language. Baltimore, MD: Brookes; 2001
    Search in Google Scholar
  • 17 Paul R, Hernandez R, Taylor L et al. Narrative development in late talkers: early school age. J Speech Hear Res 1996; 39: 1295-1303
    PubMedSearch in Google Scholar
  • 18 Girolametto L, Wiigs M, Smyth R et al. Children with a history of expressive language delay: Outcomes at 5 years of age. Am J Speech Lang Pathol 2001; 10: 358-369
    CrossrefPubMedSearch in Google Scholar
  • 19 Manhardt J, Rescorla L. Oral narrative skills of late talkers at ages 8 and 9. Appl Psycholinguist 2002; 23: 1-21
    PubMedSearch in Google Scholar
  • 20 Conti-Ramsden G, Botting N, Simkin Z et al. Follow-up of children attending infant language units: outcomes at 11 years of age. Int J Lang Comm Dis 2001; 36: 207-219
    PubMedSearch in Google Scholar
  • 21 Snowling MJ, Bishop DVM, Stothard SE et al. Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. J Child Psychol Psychiatr 2006; 47: 759-765
    CrossrefPubMedSearch in Google Scholar
  • 22 Wetherell D, Botting N, Conti-Ramsden G. Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ-scores. Child Lang Teach Ther 2007; 23: 95-113
    PubMedSearch in Google Scholar
  • 23 Vater H. Einführung in die Textlinguistik. München: W. Fink Verlag UTB; 1992
    Search in Google Scholar
  • 24 Paul R. Language disorders. 3. Aufl. Philadelphia: Mosby, Elsevier; 2007
    Search in Google Scholar
  • 25 Trabasso T, Stein NL. Narrating, representing and remembering event sequences. In: Van den Broek P, Bauer P, Bourg T. Hrsg Developmental spans in event comprehension and representation. Mahwah, NJ: Lawrence Erlbaum Ass; 1997
    Search in Google Scholar
  • 26 Reuterskiöld Wagner C, Sahlén B, Nettelbladt U. What’s the story? Narration and comprehension in Swedish preschool children with language impairment. Child Lang Teach Ther 1999; 15: 113-137
    CrossrefPubMedSearch in Google Scholar
  • 27 Trabasso T, Nickels M. The development of goal of actions in the narration of a picture story. Discourse Processes 1992; 15: 249-275
    CrossrefPubMedSearch in Google Scholar
  • 28 Siegmüller J. Sprachentwicklung. In: Kaufmann L, Nuerk HC, Konrad K, Willmes K. Hrsg Kognitive Entwicklungsneuropsychologie. Göttingen: Hogrefe; 2007
    Search in Google Scholar
  • 29 Tager-Flusberg H, Cooper J. Present and future possibilities for defining a phenotype for specific language impairment. J Speech Lang Hear Res 1999; 42: 1275-1278
    PubMedSearch in Google Scholar
  • 30 Boudreau DM. Narrative abilities in children with language impairments. In: Paul R. Hrsg Language disorders from a developmental perspective. Mahwah, NJ: Lawrence Erlbaum Associates; 2007
    Search in Google Scholar
  • 31 Catts H, Fey M, Zhang X et al. Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Lang Speech Hear Serv Sch 2001; 32: 38-50
    CrossrefPubMedSearch in Google Scholar
  • 32 Leonard LB. Children with specific language impairment. Cambridge, MA: MIT Press; 1998
    Search in Google Scholar
  • 33 Schwartz RG. Specific language impairment. In: Schwartz RG. Hrsg Handbook of child language disorders. New York, NY: Psychology Press; 2009
    Search in Google Scholar
  • 34 Merritt D, Liles B. Story grammar ability in children with and without language disorder: story generation, story retelling and story comprehension. J Speech Hear Res 1987; 30: 539-552
    PubMedSearch in Google Scholar
  • 35 Reilly J, Losh M, Bellugi U et al. Frog where are you? Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain Lang 2004; 88: 229-247
    CrossrefPubMedSearch in Google Scholar
  • 36 Finestack L, Fey M, Catts H. Pronominal reference skills of second and fourth grade children with language impairment. J Commun Disord 2006; 39: 232-248
    CrossrefPubMedSearch in Google Scholar
  • 37 Miranda A, McCabe A, Bliss L. Jumping around and leaving things out: a profile of the narrative abilities of children with specific language impairment. Appl Psycholinguist 1998; 19: 647-667
    CrossrefPubMedSearch in Google Scholar
  • 38 Grimm H, Schöler H. Heidelberger Sprachentwicklungstest (HEST). Göttingen: Hogrefe; 1991
    Search in Google Scholar
  • 39 Häuser D, Kasielke E, Scheidereiter U. Kindersprachtest für das Vorschulalter (KISTE). Weinheim: Beltz; 1994
    Search in Google Scholar
  • 40 Frank G, Grziwotz P. Dysgrammatiker-Prüfmaterial. Ravensburg 1978;
    PubMedSearch in Google Scholar
  • 41 Manhardt J, Hansen I, Recorla L. Narrative competence outcomes of specific expressive language impairment at ages six, seven and eight. In: Stringfellow A, Cahana-Amitay D, Hughes E, Zukowski A. Hrsg Proceedings of the 20th annual Boston University conference on language development: vol. 1. Boston, MA: Cascadilla Press; 1996
    Search in Google Scholar
  • 42 Kauschke C, Siegmüller J. PDSS – Patholinguistische Diagnostik bei Sprachentwicklungsstörungen. 2. Aufl. München: Elsevier; 2010
    Search in Google Scholar
  • 43 Cleave PL, Girolametto LE, Chen X et al. Narrative abilities in monolingual and dual language learning children with specific language impairment. J Commun Disord 2010; 46: 511-552
    PubMedSearch in Google Scholar
  • 44 Tager-Flusberg H. Once upon a ribbit: stories narrated by autistic children. Br J Dev Psychol 1995; 13: 45-59
    CrossrefPubMedSearch in Google Scholar
  • 45 Crosson J, Geers A. Analysis of Narrative Ability in Children with Cochlear Implants. Ear Hear 2001; 22: 381-394
    CrossrefPubMedSearch in Google Scholar
  • 46 Heilmann J, Miller JF, Nockerts A et al. Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children. Am J Speech Lang Pathol 2010; 19: 154-166
    CrossrefPubMedSearch in Google Scholar
  • 47 Sachse S, von Suchodoletz W. Diagnostische Zuverlässigkeit eines Kurzversion des Elternfragebogens ELFRA-2 zur Früherkennung von Sprachentwicklungsverzögerungen. Klin Padiatr 2007; 219: 76-81
    Thieme ConnectPubMedSearch in Google Scholar
  • 48 Soodla P, Kikas E. Macrostructure in the narratives of estonian children with typical development and language impairment. J Speech Lang Hear Res 2010; 53: 1321-1333
    CrossrefPubMedSearch in Google Scholar
  • 49 Buschmann A, Jooss B, Rupp A et al. Children with developmental language delay at 24 months of age: results of a diagnostic work-up. Dev Med Child Neurol 2008; 50: 223-229
    CrossrefPubMedSearch in Google Scholar
  • 50 Sachse S, von Suchodoletz W. Prognostische Validität des ELFRA-1 bei der Früherkennung von Sprachentwicklungsstörungen. Klin Padiatr 2007; 219: 17-22
    Thieme ConnectPubMedSearch in Google Scholar
  • 51 Marschik PB, Einspieler C, Garzarolli B et al. Events at early development: are they associated with early word production and neurodevelopmental abilites at the preschool age?. Early Hum Dev 2007; 83: 17-114
    PubMedSearch in Google Scholar
  • 52 Eisenwort B, Marschik PB, Fladerer A et al. Zur kindlichen Sprachentwicklungsstörung: Verständlichkeit bei der expressiven Sprachstörung. Klin Padiatr 2004; 216: 225-229
    Thieme ConnectPubMedSearch in Google Scholar
  • 53 von Suchodoletz W. Zur Prognose von Kindern mit umschriebenen Sprachentwicklungsstörungen. In: von Suchodoletz W. Hrsg Welche Chancen haben Kinder mit Entwicklungsstörungen?. Göttingen: Hogrefe; 2004
    Search in Google Scholar
  • 54 Westerveld MF, Gillon GT. Oral narrative intervention for children with mixed reading disability. Child Lang Teach and Ther 2008; 24: 31-54
    PubMedSearch in Google Scholar