Students with specific language impairment (SL) and studentsmatched for single-word reading ability read and retold storiesthat were approximately one grade level above their readinglevel. Children with SLI produced a significantly greater percentageof oral reading discrepancies (miscues) between printed andread words. Their miscues were less graphophonemically, syntactically,semantically, and pragmatically consistent with the originaltexts than the miscues produced by their reading-matched peers.Despite these differences in oral reading story retellings bystudents in the two groups were similar in terms of percentagesof recalled vocabulary, story elements, and problem-resolutionpairs. Holistic analysis of the retellings indicated that fewerretellings by students in the SLI group were complete, and moreof their retellings were confusing. Lack of prior knowledgeregarding the topics of the stories that were read, slowed languageprocessing and/or working memory deficiencies could accountfor these results.
Oral Reading and Story Retelling of Students with Specific Language Impairment.Language, Speech, and Hearing Services in Schools
Citation InformationGillam, R. B., & *Carlile, R. M. (1997). Oral reading and story retelling of students with specific language impairment. Language, Speech, and Hearing Services in Schools, 28, (1), 30-42.