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dc.contributor.authorTo, C.
dc.contributor.authorStokes, Stephanie
dc.contributor.authorCheung, H.
dc.contributor.authorT'sou, B.
dc.identifier.citationTo, Carol Kit-Sum and Stokes, Stephanie F. and Cheung, Hin-Tat and T'sou, Benjamin. 2010. Narrative assessment for Cantonese-speaking children. Journal of Speech, Language and Hearing Research. 53 (3): pp. 648-669.

Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to determine the diagnostic accuracy of the test components. Method and Procedure: Data were collected from 1,120 Cantonese-speaking children between the ages of 4;10 (years;months) and 12;01, using a story-retell of a 24-frame picture series. Four narrative components (syntactic complexity, semantic score, referencing, and connective use) were measured. Outcomes and Results: Each measure reflected significant age-related differences in narrative ability. Regression analyses revealed that vocabulary and syntactic complexity were the best predictors of grade. All measures showed high sensitivity (86%–94%) but relatively low specificity (60%–90%) and modest likelihood ratio (LR) values: LR+ (2.15–9.42) and LR– (0.07–0.34).Conclusion and Implications: Narrative assessment can be standardized to be a reliable and valid instrument to assist in the identification of children with language impairment. Syntactic complexity is not only a strong predictor of grade but was also particularly vulnerable in Cantonese-speaking children with specific language impairment. Further diagnostic research using narrative analysis is warranted.

dc.publisherAmerican Speech-Language-Hearing Association
dc.subjectschool-age children
dc.titleNarrative assessment for cantonese-speaking children
dc.typeJournal Article
dcterms.source.titleJournal of Speech, Language and Hearing Research (JSLHR)
curtin.departmentSchool of Psychology
curtin.accessStatusFulltext not available

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