'What did you say'?: understanding conversational breakdowns in children with speech and language impairments.
The study examined the types of mistakes children make during conversations with a familiar partner. The current investigation differs from previous studies because it asked what it is about the language of children with specific language impairment and phonological disorder (SLI:PD) that causes mothers to ask for clarification. Videotaped interactions were coded with the Breakdown Coding System to describe breakdowns. Not surprisingly, results indicated that children with SLI:PD were more difficult to understand than peers because of phonological errors and reduced intelligibility, supporting long-held beliefs about the functional impact of phonological impairments. Less predictable, however, was the finding that when children with SLI:PD were intelligible, mothers had more difficulty understanding them because of ambiguous utterances and underspecified pronouns, or because of semantically inappropriate or inaccurate information. Implications are discussed, and breakdown descriptions are presented as a useful supplement to current assessment methods and intervention planning.
Yont
Kristine M
KM
Harvard University Graduate School of Education, Larsen Hall 3, Cambridge, MA 02138, USA. kristine_yont@gse.harvard.edu
Hewitt
Lynne E
LE
Miccio
Adele W
AW
D002648:Child; D002675:Child, Preschool; D003071:Cognition; D003147:Communication Disorders / Q000453:epidemiology*; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000453:epidemiology*; D008297:Male; D009034:Mother-Child Relations; D010700:Phonetics; D013065:Speech Intelligibility; D013067:Speech Perception / Q000502:physiology*