Narrative as a tool for the assessment of linguistic and pragmatic impairments

By N. Botting. 2002

422 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Genetics

View Paper: https://www.semanticscholar.org/paper/f6e6a9e345c8a80105c5ebff5e248138441f0977

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Sharon Armon-Lotem
2. Jon F. Miller
3. Carmit Altman
4. J. Walters
5. S. Fichman
6. Ianthi M. Tsimpli
7. G. Gillon
8. E. Peristeri

In Developmental and Educational Psychology

1. Douglas B. Petersen
2. Sharon Armon-Lotem
3. Jon F. Miller
4. Carmit Altman
5. J. Walters
6. S. Fichman
7. Ianthi M. Tsimpli
8. G. Gillon

In Genetics

1. Sharon Armon-Lotem
2. Jon F. Miller
3. Carmit Altman
4. J. Walters
5. S. Fichman
6. Ianthi M. Tsimpli
7. E. Peristeri
8. Maria Andreou

Citations in the corpus

• Spoken language samples of New Zealand children in conversation and narration (2004, background): “Previous studies have indicated differences on this linguistic measure between children with specific language impairment and children with typically developing language, mainly in story retelling conditions (e.g., Boudreau & Hedberg, 1999; Botting, 2002).”
• Improving narrative skills in young children with delayed language development (2004, background): “It is, therefore, unsurprising to find that narrative skills are a powerful predictor of long-term language skill (Botting, 2002).”
• Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment (2015, background): “, omissions and overregularization) have been found in the narratives of children with SLI (Botting, 2002; Norbury & Bishop, 2003).”
• Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity (2008, background): “…of narrative comprehension and production, numerous authors have suggested that clinicians evaluate spoken narratives as a routine part of language assessment (Boting, 2002; Fey, Catts, Proctor-Williams, Tomblin, & Zhang, 2004; Muñoz, Gillam, Peña, & Gulley-Faehnle, 2003; Peña et al., 2006).”
• Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “Some studies have also reported differences from age-matched TD children in narrative length, more specifically, in number of utterances or words (Botting, 2002; Fey et al., 2004; Newman & McGregor, 2006).”
• Sensitivity of narrative organization measures using narrative retells produced by young school-age children (2010, background): “Children who produced a greater number of plotlines and themes were thought to have more advanced narrative skills (e.g., Berman, 1988; Botting, 2002; Boudreau & Hedberg, 1999; Miles & Chapman, 2002; Norbury & Bishop, 2003; Reilly, Losh, Bellugi, & Wulfeck, 2004).”