Canadian Journal of Speech-Language Pathology and Audiology

The Validity of the Joint Story Retell as a Measure of Young Children's Comprehension of Familiar Stories

Author(s) Lynn F. Dempsey
Elizabeth Skarakis-Doyle
Volume 25
Number 4
Year 2001
Page(s) 201-211
Language English
Keywords Joint
Abstract Increasing emphasis is being placed on early identification of young children with speech and language impairments. Unfortunately, gaps in our assessment batteries for young children limit our ability to achieve this goal. This is particularly evident in the area of language comprehension where many measures focus on vocabulary and syntax but few assess discourse level language. The Joint Story Retell (JSR) is a new measure of oral story comprehension adapted from the cloze procedure. The purpose of this investigation was to evaluate the JSR’s validity by examining its relationship with age, traditional comprehension questions, and expressive language skill. Results indicated that the JSR was sensitive to age differences, had a moderately strong, positive relationship with comprehension questions, and limited expressive language demands. These findings suggest that the JSR may be a valid measure of young children’s discourse comprehension, and thus may be a meaningful addition to a battery of comprehension measures.

On accorde de plus en plus d’importance au dépistage précoce des troubles de la parole et du langage chez les jeunes enfants. Malheureusement, les lacunes de nos batteries d’évaluations pour ce groupe d’âge limitent notre capacité à poser un diagnostic. C’est notamment le cas pour ce qui est de la compréhension du langage, où nombre des mesures portent sur le vocabulaire et la syntaxe, mais peu sur l’évaluation de la compréhension au niveau de l’histoire. Adaptée de la méthode de closure, la Joint Story Retell (répétition conjointe d’une histoire) constitue une nouvelle mesure de la compréhension d’une histoire orale. Le but de la présente enquête consiste à évaluer la validité de cette nouvelle technique en examinant sa relation avec l’âge, les questions de compréhension classiques et les capacités expressives du langage. Les résultats indiquent que la méthode de la répétition conjointe d’une histoire était sensible à la différence d’âge, avait une relation positive moyennement forte avec les questions de compréhension et limitait les exigences d’expression du langage. Ces conclusions suggèrent que la répétition peut constituer une mesure valide de compréhension du discours chez les jeunes enfants et représente ainsi un ajout valable à la panoplie de mesures de la compréhension.
Record ID 27
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