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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|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|
|Keywords:||Discourse, Language disorders, Memory, Parent-child conversation, Preschool language, Reminiscing|
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