Semantic Diversity: Differences Between Narrative and Expository Language Sample Tasks

Location

CSU Ballroom

Start Date

10-4-2018 2:00 PM

End Date

10-4-2018 3:30 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Megan Mahowald

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Description

We examined the semantic diversity in elementary-age students diagnosed with a language disorder. Semantic diversity quantifies the vocabulary that the subjects use and how they implement the vocabulary depending on the context of (purpose for) communication. Our subjects included 30 elementary school students from rural and urban Midwest school districts who see speech-language pathologists (SLPs) for language services. Four-task language samples were administered, transcribed and analyzed using a qualitative rubric. Additional data sources include standardized language and reading assessments as well as an SLP perception form where SLPs rate the degree of deficits in reading, writing, receptive and expressive language. The transcripts were then examined for the number of words different compared to the total number of words across expository and narrative language sample tasks to determine semantic diversity.

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Apr 10th, 2:00 PM Apr 10th, 3:30 PM

Semantic Diversity: Differences Between Narrative and Expository Language Sample Tasks

CSU Ballroom

We examined the semantic diversity in elementary-age students diagnosed with a language disorder. Semantic diversity quantifies the vocabulary that the subjects use and how they implement the vocabulary depending on the context of (purpose for) communication. Our subjects included 30 elementary school students from rural and urban Midwest school districts who see speech-language pathologists (SLPs) for language services. Four-task language samples were administered, transcribed and analyzed using a qualitative rubric. Additional data sources include standardized language and reading assessments as well as an SLP perception form where SLPs rate the degree of deficits in reading, writing, receptive and expressive language. The transcripts were then examined for the number of words different compared to the total number of words across expository and narrative language sample tasks to determine semantic diversity.

Recommended Citation

Dixon, Tiana. "Semantic Diversity: Differences Between Narrative and Expository Language Sample Tasks." Undergraduate Research Symposium, Mankato, MN, April 10, 2018.
https://cornerstone.lib.mnsu.edu/urs/2018/poster-session-B/17