The detection and monitoring of comprehension errors by preschool children with and without language impairment.
OBJECTIVE
In this study, the authors examined emerging comprehension monitoring, including error detection, evaluation, and correction within the context of story understanding in preschool children with and without language impairment.


METHODS
Thirty-seven children between the ages of 30 and 61 months completed an online comprehension monitoring task. There were 3 groups: 10 children with language impairment, 13 typically developing children who were matched for age, and 14 typically developing children who were matched for receptive vocabulary.


RESULTS
Analyses of variance revealed that children with language impairment attained significantly lower scores on the comprehension monitoring task than both age-matched and language-matched groups.


CONCLUSIONS
The skills underlying successful comprehension monitoring that may be affected in young children with language impairment are discussed.
Skarakis-Doyle
Elizabeth
E
School of Communication Sciences and Disorders, Elborn College, University of Western Ontario, London, Ontario N6G 1H1, Canada. eskaraki@uwo.ca
Dempsey
Lynn
L
D002675:Child, Preschool; D005260:Female; D006801:Humans; D007223:Infant; D007805:Language Development Disorders / Q000175:diagnosis*; D007807:Language Tests; D008297:Male; D009483:Neuropsychological Tests; D012660:Semantics; D013067:Speech Perception; D014706:Verbal Learning; D014825:Vocabulary