Inferential comprehension of 3-6 year olds within the context of story grammar: a scoping review

被引:24
作者
Filiatrault-Veilleux, Pamela [4 ]
Bouchard, Caroline [1 ]
Trudeau, Natacha [2 ,3 ]
Desmarais, Chantal [4 ]
机构
[1] Univ Laval, Fac Sci Educ, Dept Etud Enseignement & Apprentissage, Quebec City, PQ G1A 0A6, Canada
[2] Univ Montreal, Ecole Oorthophonie & Audiol, Montreal, PQ, Canada
[3] Inst Raymond Dewar, Ctr Interdisciplinaire Readaptat, Montreal, PQ, Canada
[4] Univ Laval, Fac Med, Dept Readaptat, Ctr Interdisciplinaire Rech Readaptat & Integrat, Quebec City, PQ G1A 0A6, Canada
关键词
inferential comprehension; inference types; story grammar; young children; scoping review; LANGUAGE IMPAIRMENT; READING-COMPREHENSION; EMOTIONAL-REACTIONS; PRESCHOOL-CHILDREN; TEXT COMPREHENSION; EMERGENT LITERACY; ORAL LANGUAGE; SKILLS; GENERATION; ABILITY;
D O I
10.1111/1460-6984.12175
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
Background: The ability to make inferences plays a crucial role in reading comprehension and the educational success of school-aged children. However, it starts to unfold much earlier than school entry and literacy. Given that it is likely to be targeted in speech language therapy, it would be useful for clinicians to have access to information about a developmental sequence of inferential comprehension. Yet, at this time, there is no clear proposition of the way in which this ability develops in young children prior to school entry. Aims: To reduce the knowledge gap with regards to inferential comprehension in young children by conducting a scoping review of the literature. The two objectives of this research are: (1) to describe typically developing children's comprehension of causal inferences targeting elements of story grammar, with the goal of proposing milestones in the development of this ability; and (2) to highlight key elements of the methodology used to gather this information in a paediatric population. Methods & Procedures: A total of 16 studies from six databases that met the inclusion criteria were qualitatively analysed in the context of a scoping review. This methodological approach was used to identify common themes and gaps in the knowledge base to achieve the intended objectives. Main Contribution: Results permit the description of key elements in the development of six types of causal inference targeting elements of story grammar in children between 3 and 6 years old. Results also demonstrate the various methods used to assess this ability in young children and highlight particularly interesting procedures for use with this younger population. Conclusions: These findings point to the need for additional studies to understand this ability better and to develop strategies to stimulate an evidence-based developmental sequence in children from an early age.
引用
收藏
页码:737 / 749
页数:13
相关论文
共 47 条
[1]   Inference and sentence comprehension in children with specific or pragmatic language impairments [J].
Adams, Catherine ;
Clarke, Elaine ;
Haynes, Rebecca .
INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 2009, 44 (03) :301-318
[2]  
[Anonymous], 2007, CHILDRENS COMPREHENS
[3]  
Arksey H., 2005, INT J SOC RES METHOD, V8, P19, DOI DOI 10.1080/1364557032000119616
[4]   The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age [J].
Barnes, MA ;
Dennis, M ;
HaefeleKalvaitis, J .
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 1996, 61 (03) :216-241
[5]  
Bishop D.V.M., 1997, UNCOMMON UNDERSTANDI
[6]   The comprehension of stories between 5 and 7 years: What representation of emotional information? [J].
Blanc, Nathalie .
CANADIAN JOURNAL OF EXPERIMENTAL PSYCHOLOGY-REVUE CANADIENNE DE PSYCHOLOGIE EXPERIMENTALE, 2010, 64 (04) :256-265
[7]  
Blanc N, 2009, ANN PSYCHOL, V109, P607
[8]   Semantic and inferencing abilities in children with communication disorders [J].
Botting, N ;
Adams, C .
INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 2005, 40 (01) :49-66
[9]   Assessing children's inference generation: What do tests of reading comprehension measure? [J].
Bowyer-Crane, C ;
Snowling, MJ .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2005, 75 :189-201
[10]   The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties [J].
Cain, K ;
Oakhill, JV ;
Elbro, C .
JOURNAL OF CHILD LANGUAGE, 2003, 30 (03) :681-694