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Sprache · Stimme · Gehör 2012; 36(03): e65-e75
DOI: 10.1055/s-0032-1304629
Originalarbeit
© Georg Thieme Verlag KG Stuttgart · New York

Ein Marker für Sprachentwicklungsstörungen im späten Vorschulalter: die Textproduktion

A Crucial Marker for Specific Language Impairment at the Preschool Age: Narrative Competence
J. Siegmüller
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
,
S. Ringmann
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
2   Justus-Liebig-Universität Gießen
,
E. Strutzmann
3   Institut für Physiologie, Medizinische Universität Graz, Österreich
4   Institut für Sprachwissenschaft, Karl-Franzens-Universität Graz, Österreich
,
J. Beier
1   Europäische Fachhochschule – Standort Rostock, Logopädisches Institut für Forschung
,
P. B. Marschik
3   Institut für Physiologie, Medizinische Universität Graz, Österreich
› Author Affiliations
Further Information

Publication History

Publication Date:
21 May 2012 (online)

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Zusammenfassung

Hintergrund:

Symptome von Sprachentwicklungsstörungen zeigen sich in der Übergangsphase vom Kindergarten in die Grundschule insbesondere beim Produzieren von Texten. Defizite in der Textverarbeitung können zu Problemen in zentralen Bereichen der Schule führen. Im vorliegenden Beitrag wird untersucht, ob sich in der Textproduktion von Kindern ein Marker finden lässt, mit dem betroffene Kinder zum Einschulungszeitpunkt identifiziert werden können.

Methode und Probanden:

Es wird die Entwicklung von Textproduktionsfähigkeiten sprachunauffälliger und sprachauffälliger Kinder (N=164) zwischen 3;0 und 6;11 Jahren anhand einer Textanalyse nach dem Story-Structure-Score verglichen.

Ergebnisse:

Dabei zeigt sich, dass die nicht sprachauffälligen Kinder ihre textgrammatische Entwicklung mit 6;0 Jahren weitestgehend abgeschlossen haben. Für die sprachauffällige Gruppe wird ein Entwicklungsplateau festgestellt. Zusätzlich lassen sich spezifische Fehlermuster, nämlich Auslassungen von Makrostruktur-Elementen (Problemstellung der Geschichte und Auflösung) nachweisen.

Schlussfolgerungen:

Abgeleitet wird, dass die Textproduktion ein sensibler Marker zur Identifikation von sprachentwicklungsgestörten Kindern zum Einschulungszeitpunkt ist. Eigenständige Überwindungen einer grammatischen Problematik sind in diesem Alter nicht mehr belegt.

Abstract

Background:

Narrative processing develops in children at the transition from kindergarden to school age. Deficits in this area may lead to problems in academic achievements. In the present study we investigate whether or not there is a marker for narrative competence that would allow affected children to be identified at school entrance.

Methods and Subjects:

In this paper the development of story telling abilities in normal children and in children with language impairment (N=164) between the age of 3;0 to 6;11 years is compared. The aim of the study is to seek evidence for a specific diagnostic marker of language abilities derived from the child’s narrations. The study is based on text analyses using the scheme of the story structure score.

Results:

The results offer typical developmental patterns for the typically developing group. 4-year-olds start to show narrative abilities realised as chaining. Up to 6;0 years abilities increase and end up in reliable story grammar abilities at the beginning of school age. In the language-impaired group specific error patterns are observed. The most remarkable outcome is the absence of age-related improvements. Furthermore, the language-impaired children are not able to produce goal-outcome-units of the picture stories.

Conclusions:

Narrative competence is interpreted as a sensitive marker for efficient identification of language impairment in late preschool age.

Schlüsselwörter

Textgrammatik - diagnostische Marker - Story Structure Score - Sprachentwicklungsstörung

Key words

story grammar - language impairment - diagnostic markers - story structure score
 

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