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Dissertation/Thesis Abstract

Joint-Reminiscing between Parents and Their Preschoolers with Language Impairment
by Clark, Charlotte, Ph.D., University of Louisiana at Lafayette, 2018, 305; 10844764
Abstract (Summary)

Using a semi-structured qualitative methodology, this study examines the symbolic and interactional abilities of preschool children with moderate to severe language impairment and of typically developing preschoolers and how they compare within the context of joint-reminiscing with a parent. Patterns of interaction were identified across three frames of analysis including, children’s contributions to reminiscing, breakdowns in orientation to shared past events, and breakdowns in conversation format. The analysis describes how participants in both group are negotiating event-related meanings, conversational expectations, and stances in time throughout reminiscing conversations. The results point to the same underlying mechanisms giving rise to these negotiations for both groups and provide demonstrations of how parents can facilitate and support such negotiations.

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Indexing (document details)
Advisor: Damico, Jack
Commitee: Damico, Holly, Nelson, Ryan
School: University of Louisiana at Lafayette
Department: Applied Language and Speech Sciences
School Location: United States -- Louisiana
Source: DAI-B 80/08(E), Dissertation Abstracts International
Subjects: Speech therapy
Keywords: Discourse, Language disorders, Memory, Parent-child conversation, Preschool language, Reminiscing
Publication Number: 10844764
ISBN: 978-1-392-04185-7
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