Verbs are hard! A Comparison of Verb use During Storytelling Between Children with Developmental Language Disorder and Typical Language Development

• Author(s) / Creator(s)

  • Borle, Stephanie
  • de Goede, Andrea
  • Klassen, Kelsey
  • Sawatzky, Jessica
  • Charest, Dr. Monique
  • Skoczylas, Dr. Melissa

• Children with Developmental Language Disorder (DLD) struggle with learning and using language without any obvious cause. Prior research has found that children with DLD struggle to learn new verbs, suggesting that verbs may pose a particular challenge for children with DLD. Prior studies also looked at verb diversity and specificity among children with DLD, but less attention has been given to lexical-semantic verb errors in communicative contexts (i.e., whether or not a verb is used appropriately given the context). Children with DLD may have more lexical-semantic errors, particularly with verbs suggesting that verb choice may provide important insight into the communication development in school age children with and without DLD.

  OBJECTIVES

  1. Examine the number of lexical-semantic verb errors produced during storytelling by 6-, 7-, 8-, and 9-year-old children.
  2. Discover if any differences exist in verb use between children with DLD and children who have typical language development (TLD).

• Date created

  2019-11-08

• Subjects / Keywords

  • DLD
  • verb use during storytelling
  • Developmental Language Disorder
  • ENNI
  • verbs
  • Edmonton Narrative Norms Instrument
  • typical language development

• Type of Item

  Conference/Workshop Poster

• DOI

  https://doi.org/10.7939/r3-eyjz-nx85

• License

  Attribution-NonCommercial 4.0 International