Abstract
The oral narrative skills of 16 school-aged language impaired (LI) children were compared to those of two groups of normally achieving children, 16 matched by chronological age (AM) and 16 matched according to language ability (LM). Each child was asked to construct a story using a wordless picture book. Narratives were analysed according to Halliday and Hasan's (1976) cohesive devices, and Stein and Glenn's (1979) story grammar, examining differences between LI children's performance and those of AM and LM children. The LI children made more errors in both areas of analysis, and had difficulty making their stories coherent. Explanations are offered to account for the narrative deficits exhibited, and implications are discussed for assessment and remediation.
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