Hostname: page-component-8448b6f56d-wq2xx Total loading time: 0 Render date: 2024-04-18T13:12:11.974Z Has data issue: false hasContentIssue false
  • English
  • Français

Narrative production in monolingual and bilingual children with specific language impairment

Published online by Cambridge University Press:  09 December 2015

IANTHI MARIA TSIMPLI ,
ELENI PERISTERI  and
MARIA ANDREOU
IANTHI MARIA TSIMPLI*
Affiliation:
Aristotle University of Thessaloniki and University of Reading
ELENI PERISTERI
Affiliation:
Aristotle University of Thessaloniki
MARIA ANDREOU
Affiliation:
Aristotle University of Thessaloniki
*
ADDRESS FOR CORRESPONDENCE Ianthi Maria Tsimpli, School of English, Department of Theoretical and Applied Linguistics, Aristotle University of Thessaloniki, Thessaloniki 54124, Greece. E-mail: imt@enl.auth.gr or i.m.tsimpli@reading.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

The aim of this study was to identify potential clinical markers of specific language impairment (SLI) in bilingual children with SLI by using the Greek version of the Multilingual Assessment Instrument for Narratives. Twenty-one Greek-speaking monolingual and 15 bilingual children with SLI participated, along with monolingual (N = 21) and bilingual (N = 15) age-matched children with typical development. Results showed differences between typically development children and children with SLI in microstructure, while bilingual children with SLI were found to attain similar levels of performance, and even to outperform monolingual children with SLI, in macrostructure. It is suggested that the retelling coding scheme could permit differential diagnosis of SLI among bilingual children within the scope of narrative assessment.

Type
Articles
Information
Applied Psycholinguistics , Volume 37 , Issue 1: Narrative abilities in bilingual children , January 2016 , pp. 195 - 216
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Alloway, T. P. (2007). Automated Working Memory Assessment. London: Pearson Assessment.Google Scholar
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20–29.CrossRefGoogle ScholarPubMed
Ambrose, R., & Molina, M. (2014). Spanish/English bilingual students’comprehension of arithmetic story problem texts. International Journal of Science and Mathematics Education, 12, 1469–1496.CrossRefGoogle Scholar
Archibald, L., & Joanisse, M. (2009). On the sensitivity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research, 52, 899–914.CrossRefGoogle ScholarPubMed
Armon-Lotem, S. (2010). Can bilingualism be a benefit for children with SLI? Paper presented at the Language Impairment in Monolingual and Bilingual Society Conference, Aalborg, Denmark.Google Scholar
Armon-Lotem, S. (2012). Between L2 and SLI: Inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI. Journal of Child Language, 41, 3–33.CrossRefGoogle ScholarPubMed
Baldimtsi, E., Peristeri, E., & Tsimpli, I. M. (2014). Mental state terms and the role of working memory in high functioning autistic children's story generation from picture-stories. Paper presented at the Workshop on Late Stages in Speech and Communication Development, University College London.Google Scholar
Béfi-Lopes, D. M., Bento, A. C. P., & Perissinoto, J. (2008). Narração de histórias por crianças com distúrbio específico de linguagem. Pró-Fono Revista de Atualização Científica, 20, 93–98.CrossRefGoogle Scholar
Berman, R. A., & Nir-Sagiv, B. (2004). Linguistic indicators of inter-genre differentiation in later language development. Journal of Child Language, 31, 339–380.CrossRefGoogle ScholarPubMed
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.Google Scholar
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12, 3–11.CrossRefGoogle Scholar
Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65, 229–235.CrossRefGoogle ScholarPubMed
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494–500.CrossRefGoogle ScholarPubMed
Bishop, D., & Donlan, C. (2005). The role of syntax in encoding and recall of pictorial narratives: Evidence from specific language impairment. British Journal of Developmental Psychology, 23, 25–46.CrossRefGoogle Scholar
Blair, C., Granger, D. A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M. T., et al. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82, 1970–1984.CrossRefGoogle ScholarPubMed
Blankenstijn, C., & Scheper, A. (2003). Language impairment in Dutch-speaking children with psychiatric impairment. Paper presented at the meeting of Society for Research in Child Development, Tampa, FL.Google Scholar
Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York: Wiley.Google Scholar
Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18, 1–21.CrossRefGoogle Scholar
Bruck, M., & Genesse, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307–324.CrossRefGoogle ScholarPubMed
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282–298.CrossRefGoogle ScholarPubMed
Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of Chinese-English bilinguals. Bilingualism: Language and Cognition, 14, 570–578.CrossRefGoogle Scholar
Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H. (2004). Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96, 142–151.CrossRefGoogle Scholar
de Villiers, J. (2005). Can language acquisition give children a point of view? In Astington, J. & Baird, J. (Eds.), Why language matters for theory of mind (pp. 186–219). Oxford: Oxford University Press.CrossRefGoogle Scholar
de Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117, 1858–1878.CrossRefGoogle ScholarPubMed
Dodwell, K., & Bavin, E. (2008). Children with specific language impairment: An investigation of their narratives and memory. International Journal of Language and Communication Disorders, 43, 201–218.CrossRefGoogle ScholarPubMed
Elbers, L., & van Loon-Vervoorn, A. (2000). Lexicon en semantiek [Lexicon and semantics]. In Gillis, S. & Schaerlaekens, A. (Eds.), Kindertaalverwerving (pp. 185–224). Groningen: Martinus Nijhoff.Google Scholar
Ellis Weismer, S., Evans, J., & Hesketh, L. (1999). An examination of working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249–1260.CrossRefGoogle ScholarPubMed
Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M., & Kumar, V. (2010). Parental demographics and preschool children's theory of mind. Journal of Human Ecology, 29, 121–128.CrossRefGoogle Scholar
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47, 1301–1318.CrossRefGoogle ScholarPubMed
Fiestas, C. E., & Peña, E. (2004). Discourse in bilingual children: Task and language effects. Language, Speech, and Hearing Services in Schools, 35, 155–166.CrossRefGoogle Scholar
Foy, J. G., & Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing, 26, 453–472.CrossRefGoogle Scholar
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., et al. (2012). MAIN: Multilingual assessment instrument for narratives. ZAS papers in linguistics 56. Berlin: ZAS.Google Scholar
Georgas, J., Paraskevopoulos, I. N., Besevegis, E., Giannitsas, N., & Mylonas, K. (2003). Greece. In Georgas, J., Weiss, L. G., van, F. J. R. de Vijver, & Saklofske, D. H. (Eds.), Culture and children's intelligence: Cross-cultural analysis of the WISC-III (pp. 199–214). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Gillam, R. B., & Johnston, J. R. (1992). Spoken and written language relationships in language/learn-ing-impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303–1315.CrossRefGoogle ScholarPubMed
Goetz, P. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6, 1–15.CrossRefGoogle Scholar
Gopnik, M., & Crago, M. (1991). Familial aggregation of a developmental language disorder. Cognition, 39, 1–50.CrossRefGoogle ScholarPubMed
Greenberg, A., Bellana, B., & Bialystok, E. (2013). Perspective-taking ability in bilingual children: Extending advantages in executive control to spatial reasoning. Cognitive Development, 28, 41–50.CrossRefGoogle ScholarPubMed
Hughes, D., McGillvray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessments. Eau Claire, WI: Thinking Publications.Google Scholar
Hunt, K. W. (1965). Grammatical structures written at three grade levels. Champaign, IL: National Council of Teachers of English.Google Scholar
Iluz-Cohen, P., & Walters, J. (2012). Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15, 58–74.CrossRefGoogle Scholar
Johnston, J. R., Miller, J., Curtiss, S., & Tallal, P. (2001). Use of cognitive state predicates by language impaired children. International Journal of Language and Communication Disorders, 36, 349–370.Google ScholarPubMed
Justice, L. M., Skibbe, L., & Ezell, H. K. (2006). Using print referencing to promote written language awareness. In Ukrainetz, T. A. (Ed.), Contextualized language intervention: Scaffolding preK-12 literacy achievement (pp. 389–428). Greenville, NC: Thinking Publications University.Google Scholar
Kaderavek, J. N., & Sulzby, E. (2000). Narrative production by children with and without specific language impairment: Oral narratives and emergent readings. Journal of Speech, Language, and Hearing Research, 43, 34–49.CrossRefGoogle ScholarPubMed
Kail, R. (1994). A method for studying the generalized slowing hypothesis in children with specific language impairment. Journal of Speech and Hearing Research, 37, 418–421.CrossRefGoogle ScholarPubMed
Karmiloff-Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Process, 1, 61–85.CrossRefGoogle Scholar
Kovács, A. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12, 48–54.CrossRefGoogle ScholarPubMed
Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.Google ScholarPubMed
Leonard, L. B., & Deevy, P. (2006). Cognitive and linguistic issues in the study of children with specific language impairment. In Traxler, M. & Gernsbacher, M. (Eds.), Handbook of psycholinguistics (pp. 1143–1171). London: Academic Press.CrossRefGoogle Scholar
Liles, B. Z., Duffy, R. J., Merritt, D. D., & Purcell, S. L. (1995). Measurement of narrative discourse ability in children with language disorders. Journal of Speech and Hearing Research, 38, 415–425.CrossRefGoogle ScholarPubMed
Lorusso, M. L., Galli, R., Libera, L., Gagliardi, C., Borgatti, R., & Hollebrandse, B. (2007). Indicators of theory of mind in narrative production: A comparison between individuals with genetic syndromes and typically developing children. Clinical Linguistics and Phonetics, 21, 37–53.CrossRefGoogle ScholarPubMed
MacLachlan, B. G., & Chapman, R. S. (1988). Communication breakdowns in normal and language learning-disabled children's conversation and narration. Journal of Speech and Hearing Disorders, 53, 2–7.CrossRefGoogle ScholarPubMed
Manhardt, J., & Rescorla, L. (2002). Oral narrative skills of late talkers at ages 8 and 9. Applied Psycholinguistics, 23, 1–21.CrossRefGoogle Scholar
McCabe, A., & Peterson, C. (1984). What makes a good story? Journal of Psycholinguistic Research, 13, 457–480.CrossRefGoogle Scholar
McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech–Language Pathology, 3, 45–56.CrossRefGoogle Scholar
Merritt, D. D., & Liles, B. Z. (1987). Story grammar ability in children with and without language disorder: Story generation, story retelling, and story comprehension. Journal of Speech and Hearing Research, 30, 539–552.CrossRefGoogle ScholarPubMed
Miller, J. (1981). Assessing language production in children. Baltimore, MD: University Park Press.Google Scholar
Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 416–433.CrossRefGoogle ScholarPubMed
Miller, J., & Klee, T. (1995). Computational approaches to the analysis of language impairment. In Fletcher, P. & MacWhinney, B. (Eds.), The handbook of child language (pp. 545–572). Oxford: Blackwell.Google Scholar
Miranda, A. E., McCabe, A., & Bliss, L. S. (1998). Jumping around and leaving things out: A profile of the narrative abilities of children with specific language impairment. Applied Psycholinguistics, 19, 647–667.CrossRefGoogle Scholar
Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187–202.CrossRefGoogle ScholarPubMed
Newman, R. M., & McGregor, K. K. (2006). Teachers and laypersons discern quality differences in narratives produced by children with or without SLI. Journal of Speech, Language, and Hearing Research, 49, 1022–1036.CrossRefGoogle ScholarPubMed
Nippold, M. A., Hesketh, L. J., Duthie, J. K., & Mansfield, T. C. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research, 48, 1048–1064.CrossRefGoogle ScholarPubMed
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38, 287–313.CrossRefGoogle ScholarPubMed
Olley, L. (1989). Oral narrative performance of normal and language impaired school aged children. Australian Journal of Human Communication Disorders, 17, 43–65.CrossRefGoogle Scholar
Orgassa, Α., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24, 333–364.CrossRefGoogle Scholar
Owen, A. J., & Leonard, L. B. (2006). The production of finite and nonfinite complement clauses by children with specific language impairment and their typically developing peers. Journal of Speech, Language, and Hearing Research, 49, 548–571.CrossRefGoogle ScholarPubMed
Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31, 3–28.Google Scholar
Paradis, J., Crago, M., & Genesee, F. (2005/2006). Domain-general versus domain-specific accounts of specific language impairment: Evidence from bilingual children acquisition of object pronouns. Language Acquisition, 13, 33–62.CrossRefGoogle Scholar
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). Bilingual children with specific language impairment: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46, 1–15.CrossRefGoogle ScholarPubMed
Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11, 147–164.CrossRefGoogle Scholar
Pearce, W. M., James, D. G. H., & McCormack, P. F. (2010) A comparison of oral narratives in children with specific language and non-specific language impairment. Clinical Linguistics & Phonetics, 24, 622–645.CrossRefGoogle ScholarPubMed
Pearson, B. (2002). Narrative competence among monolingual and bilingual school children in Miami. In Oller, K. & Eilers, R. (Eds.), Language and literacy in bilingual children (pp. 135–174). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Peristeri, E., & Tsimpli, I. M. (2013). Use of reference in the narratives of children with high functioning autism and children with specific language impairment. Paper presented at the 4th Pan-Hellenic Conference on Autism, Thessaloniki, Greece.Google Scholar
Price, J. R., Roberts, J. E., & Jackson, S. C. (2006). Structural development of the fictional narratives of African American preschoolers. Language, Speech, and Hearing Services in Schools, 37, 178–190.CrossRefGoogle ScholarPubMed
Psaki, R. R., Seidman, J. C., Miller, M., Gottlieb, M., Bhutta, Z. A., Ahmed, T., et al. (2014). Measuring socioeconomic status in multicountry studies: Results from the eight country MAL-ED study. Population Health Metrics, 12. doi:10.1186/1478-7954-12-8CrossRefGoogle ScholarPubMed
Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). Frog Where Are You?: Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain and Language, 88, 229–247.CrossRefGoogle ScholarPubMed
Renfrew, C. (1997). Word Finding Vocabulary Test (The Renfrew Language Scales). Oxford: Winslow Press.Google Scholar
Rhoades, B. L., Greenberg, M. T., Lanza, S. T., & Blair, C. (2011). Demographic and familial predictors of early executive function development: Contribution of a person-centered perspective. Journal of Experimental Child Psychology, 108, 638–662.CrossRefGoogle ScholarPubMed
Rice, M. L., Warren, S. F., & Betz, S. (2005). Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome. Applied Psycholinguistics, 26, 7–28.CrossRefGoogle Scholar
Roth, F., & Spekman, N. (1986). Narrative discourse: Spontaneously generate stories of learning-disabled and normally achieving students. Journal of Speech and Hearing Disorders, 51, 8–23.CrossRefGoogle ScholarPubMed
Rumpf, A., Kamp-Becker, I., Becker, K., & Kauschke, C. (2012). Narrative competence and “internal state language” of children with Asperger syndrome and ADHD. Research in Developmental Disabilities: A Multidisciplinary Journal, 33, 1395–1407.CrossRefGoogle ScholarPubMed
Schneider, P., Hayward, D., & Dubé, R. (2006). Story retelling from pictures using the Edmonton Narrative Norms Instrument. Journal of Speech–Pathology and Audiology, 30, 224–238.Google Scholar
Schuele, C. M., & Tolbert, L. (2001). Omission of obligatory relative markers in children with specific language impairment. Clinical Linguistics and Phonetics, 15, 257–274.Google Scholar
Scott, C. M., & Stokes, S. L. (1995). Measures of syntax in school-age children and adolescents. Language, Speech, and Hearing Services in Schools, 26, 309–319.CrossRefGoogle Scholar
Seeff-Gabriel, B., Chiat, S., & Dodd, B. (2010). Sentence imitation as a tool in identifying expressive morphosyntactic difficulties in children with severe speech difficulties. International Journal of Language and Communication Disorders, 6, 691–702.CrossRefGoogle Scholar
Soodla, P., & Kikas, E. (2010). Macrostructure in the narratives of Estonian children with typical development and language impairment. Journal of Speech, Language, and Hearing Research, 53, 1321–1333.CrossRefGoogle ScholarPubMed
Soveri, A., Laine, M., Hamalainen, H., & Hugdahl, K. (2011). Bilingual advantage in attentional control: Evidence from the forced-attention dichotic listening paradigm. Bilingualism: Language and Cognition, 14, 371–378.CrossRefGoogle Scholar
Spanoudis, G., & Natsopoulos, D. (2011). Memory functioning and mental verbs acquisition in children with specific language impairment. Research in Developmental Disabilities, 32, 2916–2926.CrossRefGoogle ScholarPubMed
Squires, K. E., Lugo-Neris, M. J., Peña, E. D., Bedore, L.M., Bohman, T. M., & Gillam, R. B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. International Journal of Language and Communication Disorders, 49, 60–74.CrossRefGoogle ScholarPubMed
Stavrakaki, S., & Tsimpli, I. M. (2000). Diagnostic verbal IQ test for Greek preschool and school age children: Standardization, statistical analysis, psychometric properties. In Glykas, M. & Kalomiris, G. (Eds.), Proceedings of the 8th Symposium of the Panhellenic Association of Logopedists (pp. 95–106). Athens: Ellinika Grammata.Google Scholar
Steenge, J. (2006). Bilingual children with specific language impairment: Additionally disadvantaged? Unpublished doctoral dissertation, Research Centre on Atypical Communication, Nijmegen.Google Scholar
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In Freedle, R. O. (Ed.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.Google Scholar
Tager-Flusberg, H., & Sullivan, K. (1994). Predicting and explaining behavior: A comparison of autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 35, 1059–1075.CrossRefGoogle ScholarPubMed
Templin, M. (1957). Certain language skills in children. Minneapolis, MN: University of Minnesota Press.CrossRefGoogle Scholar
Thordardottir, E., & Brandeker, M. (2012). The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46, 1–16.CrossRefGoogle ScholarPubMed
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Uccelli, P., & Paez, M. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38, 225–236.CrossRefGoogle ScholarPubMed
Ukrainetz, T. A., & Gillam, R. B. (2009). The expressive elaboration of imaginative narratives by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52, 883–898.CrossRefGoogle ScholarPubMed
van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In van den Broek, P., Bauer, P., & Bourg, T. (Eds.), Developmental spans in event comprehension: Bridging fictional and actual events (pp. 321–342). Mahwah, NJ: Erlbaum.Google Scholar
van der Lely, H. K. J. (1994). Canonical linking rules: Forward vs. reverse linking in normally developing and specifically language impaired children. Cognition, 51, 29–72.CrossRefGoogle Scholar
van der Lely, H. K. J. (1998). SLI in children: Movement, economy and deficits in the computational syntactic system. Language Acquisition, 72, 161–192.CrossRefGoogle Scholar
van der Lely, H. K. (2002). SLI and deficits in the computational syntactic system: Control and cross-domain mental computations: Evidence from language breakdown. Computational Intelligence, 18, 39–42.CrossRefGoogle Scholar
Vogindroukas, I., Protopapas, A., & Sideridis, G. (2009). Experiment on the Expressive Vocabulary (Greek version of Renfrew Word Finding Vocabulary Test). Chania, Crete: Glafki.Google Scholar
Wechsler, D. (1992). WISC-III: Wechsler Intelligence Scale for Children—Third Edition: Manual (Australian adaptation). San Antonio, TX: Psychological Corporation.Google Scholar
Westby, C. E. (2005). Assessing and facilitating text comprehension problems. In Catts, H. & Kamhi, A. (Eds.), Language and reading disabilities (pp. 157–232). Boston: Allyn & Bacon.Google Scholar
Wigglesworth, G. (1997). Children's individual approaches to the organization of narrative. Journal of Child Language, 24, 279–309.CrossRefGoogle Scholar