A DISSERTATION SUBMITTED TO
THE DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY,
FACULTY OF ARTS,
UNIVERSITY OF THE WITWATERSRAND,
JOHANNESBURG
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF ARTS IN
SPEECH PATHOLOGY / Aspects of communicative competence encompassing
syntactic, pragmatic and social skill dimensions were
examined in preschool children. Subjects comprised five
language-impaired children who had been declared
remediated after a period of language therapy
(Age 5.0-6.5) and five children of the same age
considered to be linguistically normal. unstructured
mother/child interactions yielded language samples
which were analysed according to the Language
Assessment Remediation and Screening procedure.
Structured child/unfamiliar interlocutor dyadic
interactions were analysed in terms of the Behavioural
Inventory of Speech Act Performances and according to a
devised pragmatic addendum. Social skill profiles were
obtained by means of the Devereaux Elementary school
Behaviour Rating Scale. No statistical differences
occurred between groups on linguistic, pragmatic and
social skill dimensions. Individual profiles of certain
presumably remediated subjects revealed ineffective
communicative modes in a structured dyadic context as
well as communicative deficits and behavioural problems
in the classroom situation.
Significant correlations emerged among various
linguistic pragmatic and social skill parameters.
Theoretical and clinical implications of these
correlations and of deficits uncovered by particular
measures in different contexts, are discussed. / Andrew Chakane 2018
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/25856 |
| Date | January 1990 |
| Creators | Joffe, Beverly Sandra |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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