Date of Award:

1-1-1990

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Communicative Disorders and Deaf Education

Advisor/Chair:

Carol Strong

Abstract

The relationship between spontaneous revision behaviors and quantitatively measured syntax skills for language-impaired and normally developing school-aged children was investigated. Differences in revision behaviors and syntactic behaviors between the two groups of children and across three age levels were also examined. Narratives were obtained from 39 language-impaired and 39 normal-language children, aged 8 through 10 years. Correlations between spontaneous revision behavior scores and syntax scores were low to moderate. The revision behavior mean scores were not significantly different between the two groups of children. Mean syntax scores were higher for the NL children and did discriminate between LI and NL children. Among the differing age levels, spontaneous revision behavior mean scores were not found to differ significantly except for 10-year-olds, who produced statistically significantly fewer substitutions and significantly more expansions that 9-year-olds. Finally, with respect to syntax scores, 10-year-olds produced statistically significantly more words per T unit than 8- and 9- year olds and mean DSS was significantly higher for 10-year-olds as compared to 9-year-olds.

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