This proposal will investigate oral-written language relationships by comparing the spoken language of normal and specifically language- impaired (SLI) preschoolers in literacy (storybook reading) and non- literacy (toy play) interactions. Language impairment has been reported to be associated with reading difficulties. An emergent literacy perspective will permit-analyses of these relationships at the earliest stages of development, gaining insight into the prevention and remediation of spoken/written language disorders. Following pre-treatment assessment, ten SLI and ten normal preschoolers and their parents will participate in six storybook and six toy play videotaped interactions. Differences in spoken language performances between contexts will be compared using repeated measures ANOVA. It is hypothesized written language contexts (storybook interactions) will facilitate different language/behavioral patterns than toy play, optimizing spoken performance in language-impaired children. Implications for language remediation of SLI children will be explored.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
5R01DC000185-11
Application #
2125005
Study Section
Hearing Research Study Section (HAR)
Project Start
1985-01-01
Project End
1997-03-31
Budget Start
1995-04-01
Budget End
1996-03-31
Support Year
11
Fiscal Year
1995
Total Cost
Indirect Cost
Name
Bill Wilkerson Hearing and Speech Center
Department
Type
DUNS #
City
Nashville
State
TN
Country
United States
Zip Code
37212