Journal of Psycholinguistic Research

, Volume 15, Issue 6, pp 539–555 | Cite as

Story structure, cohesion, and propositions in story recalls by learning-disabled and nondisabled children

  • Penny L. Griffith
  • Danielle N. Ripich
  • Sondra L. Dastoli
Article

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Brown, A., & Smiley, S. (1975). Rating the importance of structural units of prose passages: A problem of metacognitive development.Child Development, 48, 1–8.Google Scholar
  2. Caro, D., & Schnieder, P., (1983). Creating referents in text: a comparison of learning disabled and normal adolescents' text.Proceedings of the Wisconsin Symposium for Research in Child Language Disorders. Madison: University of Wisconsin.Google Scholar
  3. Christie, D., & Schumacher, G. (1975). Developmental trends in the abstraction and recall of relevant versus irrelevant thematic information from connected verbal material.Child Development, 46, 598–602.Google Scholar
  4. Clark, H., & Clark, E. (1977).Psychology and language. New York: Harcourt, Brace, & Jovanovich.Google Scholar
  5. Feagans, L., & McKinney, J., (1982).Longitudinal studies of learning disabled children. Paper presented to the Association for Children with Learning Disabilities, Chicago.Google Scholar
  6. Feagans, L., & Short, E. (1984). Developmental differences in the comprehension and production of narratives by reading disabled and normally achieving children.Child Development.Google Scholar
  7. Graybeal, C. (1981). Memory for stories in language-impaired children.Applied Psycholinguistics, 2, 269–283.Google Scholar
  8. Halliday, M., & Hasan, R. (1976).Cohesion in english. London: Rogeman.Google Scholar
  9. Hansen, C. (1982). Story retelling used with average and learning disabled readers as a measure of reading comprehension.Learning Disability Quarterly, 1, 62–69.Google Scholar
  10. Johnston, J. (1982). Narratives: A new look at communication problems in older languagedisordered children.Language, Speech, and Hearing Services in the Schools, 13, 144–155.Google Scholar
  11. Kintsch, W. (1977). On comprehending storeis. In E. Carpenter & A. Carpenter (Eds.),Cognitive process in comprehension (pp. 33–62). Hillsdale, New Jersey: Colbanar.Google Scholar
  12. Liles, B. (1985). Cohesion in the narratives of normal and language disordered children.Journal of Speech and Hearing Research, 28, 123–133.Google Scholar
  13. Mandler, J., & Johnson, N. (1977). Remembrance of things parsed: Story structure and recall.Cognitive Psychology, 9, 111–151.Google Scholar
  14. Noel, N. (1980). Referential communication abilities of learning disabled children.Learning Disability Quarterly, 3, 70–75.Google Scholar
  15. Page, J., & Stewart, S. (1985). Story grammer skills in school-age children.Topics in Language Disorders, 5(2), 16–30.Google Scholar
  16. Ripich, D., Spinelli, F., & Terrell, B. (1983).Patterns of discourse cohesion in Alzheimers disease. Paper presented at the American Speech Language and Hearing Convention, Cincinnati.Google Scholar
  17. Stein, N., & Glenn, C. 1979. An analysis of story comprehension in elementary school children. In R. Freedle (Ed.),New directions in discourse processing (Vol. 2). Norwood, New Jersey: Ablex.Google Scholar
  18. Tuch, S. (1977). The production of coherent narrative texts by older language impaired children.South African Journal of Communicative Disorders, 24, 42–59.Google Scholar
  19. Westby, C. (1979).Children's narrative development. Paper presented at the American Speech-Language-Hearing Association Convention. Atlanta, Georgia.Google Scholar

Copyright information

© Plenum Publishing Corporation 1986

Authors and Affiliations

  • Penny L. Griffith
    • 1
  • Danielle N. Ripich
    • 2
  • Sondra L. Dastoli
    • 1
  1. 1.Special Education DepartmentKent State UniversityKent
  2. 2.Department of Communication SciencesCase Western Reserve UniversityCleveland

Personalised recommendations