The Effects of Expansions, Questions and Cloze Procedures on Children's Conversational Skills

Autor/inn/en	Wong, Tze-Peng; Moran, Catherine; Foster-Cohen, Susan
Titel	The Effects of Expansions, Questions and Cloze Procedures on Children's Conversational Skills
Quelle	In: Clinical Linguistics & Phonetics, 26 (2012) 3, S.273-287 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2011.614717
Schlagwörter	Communication Skills; Cloze Procedure; Questioning Techniques; Repetition; Preschool Children; Responses; Developmental Delays; Verbal Communication; Nonverbal Communication; Preschool Language Scale + Suchen Sie Ihr Suchwort? Kommunikationsstil; Lückentext; Befragungstechnik; Fragetechnik; Wiederholung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Non-verbal communication; Nonverbale Kommunikation
Abstract	The effectiveness of expansion as a technique for facilitating children's language and conversational skills is well known (Scherer and Olswang, 1984). Expansion, however, can appear alone or in combination with other techniques. Using a repeated measures design, this study aimed to compare the effects of expansion alone (EA); expansion combined with wh-questions (EQ); and expansion followed by a cloze procedure (EC) on the conversational skills of eight preschool children with conversational difficulties. Results showed that while there were no significant differences in child verbal topic maintaining responses across all techniques, EA elicited a significantly higher number of topic extensions, more non-verbal topic maintaining responses and fewer "non-relevant responses" from the children, than either EQ or EC. The positive effects of each technique on the pragmatic appropriateness in conversations suggest that they could be used strategically in language intervention to ensure greater therapeutic effect. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10