Language, Speech, and Hearing Services in Schools Vol.40 5-16 January 2009. doi:10.1044/0161-1461(2008/07-0012)
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The Effects of Context on the Classroom Discourse Skills of Children With Language Impairment

Kathleen F. Peets
York University, Ontario, Canada

Contact author: Kathleen F. Peets, York University, BSB, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3. E-mail: kpeets{at}post.harvard.edu.

Purpose: The purpose of this study was to explore the effects of context on the classroom discourse skills of children with language impairment (LI).

Method: Four classroom contexts were audiotaped among 11 children with LI: a journal-writing conference, a small-group lesson, a peer play session, and sharing time.

Results: Context affected the children's performances on language productivity and complexity measures, self-monitoring strategies, and turn-taking patterns.

Clinical Implications: Classroom discourse as a set of discourse genres is critical in the assessment and intervention of LI. In order to be representative of a given child's competence, several of such genres must be sampled in language assessment.

KEY WORDS: classroom discourse, language impairment, special education, turn taking, context


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