Abstract
oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce. The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children. analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed. the deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P < 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups. The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005). hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.
Highlights
The act of narration allows speech-language specialists to reach out to people and their stories, in order to meet their needs and concerns within the teaching-learning relationship
To compare narrative competence between hearing-impaired speakers and normal-hearing children to provide input that will support this approach for speech and language evaluation and diagnosis of linguistic and pragmatic competence among hearing-impaired speakers; and to assess the association between narrative competence of hearing-impaired children and variables such as age, severity of hearing loss, age at diagnosis of hearing impairment, age at start of hearing aid use, length of speech and language therapy, and children’s schooling
Data on the children’s history were gathered through interviews with their mothers at the Laboratory of Communication Disorders Relating to Hearing Impairment, Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo (Unifesp), Brazil.[16]
Summary
The act of narration allows speech-language specialists to reach out to people and their stories, in order to meet their needs and concerns within the teaching-learning relationship. Narratives develop with early language acquisition during mother-child, social and family interactions, and at school as well. Narrative skills improve as children grow and develop and can be influenced by several cultural and linguistic factors.[1,2] Narratives provide a rich linguistic context and have been used to evaluate the linguistic development of individuals with different health conditions that may be associated with language disorders.[3,4,5,6,7,8,9,10,11,12,13,14]. The interplay of hearing and language has a key role in ensuring quality of oral narrative as an expression of thought. Since few evaluation instruments that are properly validated for hearing-impaired patients are available in Brazil, their oral language is quite often subjectively eval-
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